Grade 12

Active Healthy Lifestyles

Manitoba Physical Education/Health
Education Curriculum Framework
of Outcomes and A Foundation
for Implementation
GRADE 12
A C T I V E H E A LT H Y L I F E S TY L E S

Manitoba Physical Education/Health Education

Curriculum Framework of Outcomes and
A Foundation for Implementation

2009
Mani toba Education, Ci tizen shi p and Youth
Manitoba Education, Citizenship and Youth Cataloguing in Publication Data

613.071 Grade 12 active healthy lifestyles [electronic resource] :

Manitoba physical education/health education
curriculum framework of outcomes and a foundation
for implementation

Includes bibliographical references.

ISBN-13: 978-0-7711-4168-3

1. Physical education and training—Manitoba—

Curricula. 2. Health education—Manitoba—Curricula.
3. Physical education and training—Study and teaching
(Secondary)—Manitoba. 4. Health education (Secondary)—
Manitoba. I. Manitoba. Manitoba Education, Citizenship
and Youth.

Manitoba Education, Citizenship and Youth

School Programs Division
Winnipeg, Manitoba, Canada

Every effort has been made to acknowledge original sources and to comply with
copyright law. If cases are identified where this has not been done, please notify
Manitoba Education, Citizenship and Youth. Errors or omissions will be corrected
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accompanied by a CD-ROM that includes a copy of this curriculum
document, along with other policy and support documents. The CD-ROM
can also be purchased separately (stock number 80614). Order online at
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This resource is also available on the Manitoba Education, Citizenship and
Youth website at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

Ce document est disponible en français.

CONTENTS

Acknowledgements vii

Introduction 1
Purpose 1
Background 1
Document Content and Organization 3

Overview of Grade 12 Active Healthy Lifestyles 7

Framework Overview 9
Key Characteristics from the Framework Reinforced in Grade 12 9
Policy for Implementing Grades 11 and 12 Physical Education/
Health Education 12
Planning for Implementation 21
Guiding Principles 21
Guidelines for Implementation 22
Specific Learning Outcomes 32
Grade 12 Active Healthy Lifestyles—Specific Learning Outcomes 32
Physical Activity Practicum 33
Core Component 34
Implementation Overview 37
Grades 11 and 12 Philosophy for Effective Programming 37
Connections between the General Learning Outcomes and
the Modules 38
Planning for Instruction 43
Planning Guidelines and Tools 43
Active Learning Strategies 43
Assessment and Reporting 45
Purposes of Assessment 46
Determining Course Completion 49

Contents iii
 Modules for Physical Activity Practicum and Core Component 59
Introduction 61
Guide to Reading the Modules and Lessons 61
List of Resource Masters 65
Module A: Physical Activity Practicum 67
Specific Learning Outcomes 68
Introduction 69
Lesson 1: Personal Physical Activity Inventory 71
Lesson 2: Safety and Risk-Management Planning 77
Lesson 3: Implementing the Physical Activity Plan 83
Module B: Fitness Management 87
Specific Learning Outcomes 88
Introduction 89
Lesson 1: Making and Continuing Change: A Personal Investment 91
Lesson 2: Health and Fitness Trends 99
Lesson 3: Exercise and Fitness Myths and Misconceptions 103
Lesson 4: Health and Fitness Advertising 107
Lesson 5: Becoming an Informed Fitness Consumer 111
Module C: Nutrition 121
Specific Learning Outcomes 122
Introduction 123
Lesson 1: Energy Intake 125
Lesson 2: Energy Expenditure 131
Lesson 3: Energy Balance 143
Lesson 4: Food Safety 153
Lesson 5: Advertising and Marketing Strategy
Influences on Food Purchases 161
Lesson 6: Food and Nutrition Myths and Misconceptions
Related to Physical Activity and Sport Performance 169
Module D: Personal and Social Development 173
Specific Learning Outcomes 174
Introduction 175
Lesson 1: Effective Teams 177
Lesson 2: Team-Building and Communication Skills 187
Lesson 3: Leadership Skills 195

iv Grade 12 Active Healthy Lifestyles

 Module E: Healthy Relationships 207
Specific Learning Outcomes 208
Introduction 209
Lesson 1: Understanding Healthy Relationships 211
Lesson 2: Rights and Responsibilities of Healthy Relationships 221
Lesson 3: Unhealthy and Abusive Relationships 229
Lesson 4: Community Supports and Services 235

Resource Masters 241

Module A 243
Module B 271
Module C 297
Module D 343
Module E 355

Appendices 369
Appendix A: Curriculum Map
for Grade 11 and Grade 12 Active Healthy Lifestyles 371
Appendix B: Grade 12 Active Healthy Lifestyles Curriculum Matrix 373
Appendix C: Specific Learning Outcomes
for Grade 12 Active Healthy Lifestyles 377
Appendix D: Planning Guidelines
for Physical Education/Health Education 381
Appendix E: Active Learning Strategies 397
Appendix F: Sample Assessment Tools and Checklists 405
Appendix G: Common Planning Tools and Forms 415

Bibliography 427

Contents v
ACKNOWLEDGEMENTS

Manitoba Education, Citizenship and Youth gratefully acknowledges the contributions of the
following individuals in the development of Grade 12 Active Healthy Lifestyles: Manitoba Physical
Education/Health Education Curriculum Framework of Outcomes and A Foundation for
Implementation.

Writer Nick Dyck Pembina Trails School Division

Physical Education and
Health Consultant
Content Reviewers Dr. Catherine Casey Faculty of Education
Assistant Professor University of Manitoba
Rosemarie Gjerek Klinic Community Health Centre
Director of Community
Health and Education
Services
Jorie Janzen Nutrition and Wellness Consulting
Sports Nutritionist
Nori Korsunski Winnipeg School Division
Health Education
Consultant
Dr. Dean Kriellaars School of Medical Rehabilitation
Professor University of Manitoba
Pat McCarthy-Briggs Dairy Farmers of Manitoba
Nutrition Program
Manager
Roselle Paulsen Sexuality Education Resource Centre (SERC)
Director of Programs
Judy Peters Canadian Red Cross
RespectED Regional
Coordinator
Tony Tavares Instruction, Curriculum and Assessment Branch
Consultant Manitoba Education, Citizenship and Youth
Members of the David Bard Winnipeg School Division
Manitoba Grades Physical Education
11 and 12 Consultant
Physical Education/
Health Education Shawna Cochrane- Portage Collegiate Institute
Development Team Thomson Portage la Prairie School Division
Demetro Danyluk St. Mary’s Academy
Independent School
Joanne Goodwin Vincent Massey Collegiate
Pembina Trails School Division
Jason Mateychuk Roseau Valley School
Borderland School Division

Acknowledgements vii
 Members of the John Potter Minnedosa Collegiate
Manitoba Grades Rolling River School Division
11 and 12
Physical Education/ Robert Stanners Collège Louis-Riel
Health Education Division scolaire franco-manitobaine
Development Team Lynne Syrenne-Habeck Collège Jeanne-Sauvé
(Continued)
Louis Riel School Division
Treva Tilston-Jones Murdoch MacKay Collegiate
River East Transcona School Division

Jody Williams Swan Valley Regional Secondary School

Swan Valley School Division

Steering Committee Glen Bergeron Department of Kinesiology and Applied Health

(Members as of (from September 2008) The University of Winnipeg
2007/2008 and
2008/2009) Terry Bobychuk Senior Years Representative
Seven Oaks School Division
Darren Cable Middle Years Representative
(from September 2008) Frontier School Division
Catherine Casey Faculty of Education
University of Manitoba
Wendy Cull Middle Years Representative
(until September 2008) Kelsey School Division

Nick Dyck Manitoba Physical Education Supervisors’ Association

(MPESA)
Pembina Trails School Division

Dwight Kearns Early Years Representative

Brandon School Division

Peter Kotyk Manitoba Association of School Trustees (MAST)

Khalid Mahmood Manitoba Association of Parent Councils (MAPC)
Pat McCarthy-Briggs Agencies for School Health (ASH)

Ross Metcalfe Manitoba Association of School Superintendents

(until September 2008) (MASS)

Laura Morrison Manitoba Healthy Schools

Healthy Living

Irene Nordheim Council of School Leaders (COSL)

Jacki Nylen Manitoba Physical Education Teachers Association

(MPETA)

Jan Zampurrati Manitoba Association of School Superintendents

(from September 2008) (MASS)

viii Grade 12 Active Healthy Lifestyles

 Manitoba Education, Jean-Vianney Auclair Bureau de l’éducation française Division
Citizenship and Youth Assistant Deputy Minister Manitoba Education, Citizenship and Youth
School Programs
Division and Carole Bilyk Development Unit
Bureau de l’éducation Acting Coordinator Instruction, Curriculum and Assessment Branch
française Division (from October 2008)
Staff
Lee-Ila Bothe Document Production Services Unit
Coordinator Educational Resources Branch

Jacques Dorge Curriculum Development and Implementation Branch

Director Bureau de l’éducation française Division

Darryl Gervais Instruction, Curriculum and Assessment Branch

Acting Director School Programs Division
(from October 2008)

Susan Letkemann Document Production Services Unit

Publications Editor Educational Resources Branch

Janet Long Document Production Services Unit

Desktop Publisher Educational Resources Branch

Anne Longston School Programs Division

Assistant Deputy Minister Manitoba Education, Citizenship and Youth
(until October 2008)

Nikki McDowell Development Unit

Administrative Assistant Instruction, Curriculum and Assessment Branch

Grant McManes Development Unit

Project Leader/ Instruction, Curriculum and Assessment Branch
Consultant

Aileen Najduch School Programs Division

Acting Assistant Deputy Manitoba Education, Citizenship and Youth
Minister
(from October 2008)
Paul Paquin Curriculum Development and Implementation Branch
Consultant Bureau de l’éducation française Division

Cyril Parent Document Production Services Unit

Desktop Publisher Educational Resources Branch

Heather Willoughby Development Unit

Consultant Instruction, Curriculum and Assessment Branch
(until August 2008)

Acknowledgements ix
INTRODUCTION

Purpose
Grade 12 Active Healthy Lifestyles: Manitoba Physical Education/Health Education Curriculum
Framework of Outcomes and A Foundation for Implementation is a combined Framework and
Implementation document. The purpose of this document is to provide Manitoba school
administrators and teachers with the basis for curriculum planning, teaching, learning,
and assessment.
The print version of Grade 12 Active Healthy Lifestyles is accompanied by a CD-ROM,
which contains a copy of this curriculum document, as well as other policy and support
documents. The curriculum document is also available on the Manitoba Education,
Citizenship and Youth website at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

Background
The resources that influenced the direction and content of the Grade 12 Active Healthy
Lifestyles curriculum include the documents cited below. Other resources are cited in the
Bibliography.
Resources Used in Curriculum Document
Reports
Healthy Kids, Healthy Futures All-Party Task Force. Healthy Kids, Healthy Futures: Task Force Report. Winnipeg,
MB: Manitoba Healthy Living, June 2005. Available online at <www.gov.mb.ca/healthykids/>.
Proactive Information Services Inc., and Manitoba Education, Citizenship and Youth. Helping Clients Make a
Difference: S3 and S4* Physical Education/Health Education Consultation, Final Report. Winnipeg, MB:
Proactive Information Services Inc., June 2006. Available online at
<www.edu.gov.mb.ca/k12/docs/reports/s3_s4_ph/>.
Departmental Resources
Manitoba Education and Training. Kindergarten to Senior 4* Physical Education/Health Education: Manitoba
Curriculum Framework of Outcomes for Active Healthy Lifestyles. Winnipeg, MB: Manitoba Education and
Training, 2000. Referred to as the Framework.
** Manitoba Education, Citizenship and Youth. Guidelines for Fitness Assessment in Manitoba Schools: A Resource
for Physical Education/Health Education. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2004.
** ---. Human Sexuality: A Resource for Senior 1 and Senior 2 Physical Education/Health Education. Winnipeg, MB:
Manitoba Education, Citizenship and Youth, 2005.
** ---. Implementation of Grades 11 and 12 Physical Education/Health Education: A Policy Document. Winnipeg, MB:
Manitoba Education, Citizenship and Youth, 2007. Referred to as the Policy Document.
** ---. OUT-of-Class Safety Handbook: A Resource for Grades 9 to 12 Physical Education/Health Education.
Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2008.
** ---. Senior 1 and Senior 2* Physical Education/Health Education: A Foundation for Implementation. Winnipeg, MB:
Manitoba Education, Citizenship and Youth, 2004.
These departmental resources are available online at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.
Safety-Related Resources
Hanna, Glenda, Quest Research and Consulting Inc., and YouthSafe Outdoors (Association). YouthSafe Manitoba:
School Field Trip Resource. Edmonton, AB: Quest Research and Consulting, 2004.
** Manitoba Physical Education Teachers Association (MPETA), et al. Safety Guidelines for Physical Activity in
Manitoba Schools. Winnipeg, MB: MPETA, 2000. Available online at
<www.edu.gov.mb.ca/k12/docs/support/pehe_safety/>.
* In June 2006 the terms Grade 9, 10, 11, 12 were reinstated to replace Senior 1, 2, 3, 4 high school designations.
** These resources are available on the CD-ROM that accompanies this document.

_____________________________________________________________________________
I n t r o d u c t i o n  1
 Research and Consultations

Healthy Kids, Healthy Futures: Task Force Report identifies 47 recommendations to improve
the health and well-being of Manitoba’s children and youth, which have been accepted by
government. Three of these recommendations address high school physical education/
health education (PE/HE). The report recommends that
the provincial government not just recommend, but mandate the current amount
of time that [Grades 9 and 10] students spend in [PE/HE] classes. Schools can
choose to meet the mandated times within the timetable, or use an out-of-
classroom model for up to 20 hours of the mandated 110 hours. This should be
implemented before the fall of 2007.

. . . develop a [PE/HE] curriculum for [Grades 11 and 12] students. This should be
implemented before the fall of 2008.

. . . require all [Grades 11 and 12] students to complete two [PE/HE] credits for
graduation, in addition to the two credits required in [Grades 9 and 10]. Schools
may choose to include the [PE/HE] credits in the timetable or use an out-of-
classroom model. (24–25)

Furthermore, the Healthy Kids, Healthy Futures: Task Force Report encourages parents,*
students, and schools to “work together to determine what will work best in their
community to help youth take greater ownership of their own physical fitness, promote
the discovery of activities suited to their own individual interests, and encourage active
lifestyles that persist into their futures” (25).

The choice of using an OUT-of-class model was provided to help minimize the time
students spend away from academic studies and to give families, students, and schools
more options in their efforts to increase physical activity among young people. As well,
local recreation and sports-related organizations are encouraged to explore how nearby
schools and community facilities could be jointly used.

The development of the Grade 12 Active Healthy Lifestyles curriculum was also guided
by research and consultations. As reported in Helping Clients Make a Difference: S3 and S4
Physical Education/Health Education Consultation, Final Report (4) , the delivery model most
favoured by students and educators was a flexible delivery model that would allow
schools and/or students to choose different combinations of IN-class and OUT-of-class
time to achieve credits. This flexibility was considered important since resources such as
facilities, equipment, staffing, and timetabling challenges vary from school to school.

__________
* In this document the term parents refers to both parents and guardians and is used with the recognition that in some
cases only one parent may be involved in a child’s education.

_____________________________________________________________________________
2  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Policy for Grades 11 and 12 PE/HE

In April 2007 Manitoba Education, Citizenship and Youth released Implementation of

Grades 11 and 12 Physical Education/Health Education: A Policy Document. This Policy
Document serves as the basis for the development of, and provides direction for the
implementation of, the Grades 11 and 12 PE/HE curricula. A development team
composed of Manitoba educators was formed to work in collaboration with Manitoba
Education, Citizenship and Youth to produce the Grade 12 Active Healthy Lifestyles
curriculum.

Kindergarten to Senior 4 Physical Education/Health Education: Manitoba Curriculum Framework

of Outcomes for Active Healthy Lifestyles (the Framework) identifies the five general learning
outcomes and provides the basis for teaching, learning, and assessment in PE/HE for all
grades. Because the Framework identifies the specific learning outcomes only for
Kindergarten to Grade 10, this Grade 12 Active Health Lifestyles document includes new
information related to specific learning outcomes and guidelines for implementation
specifically for Grade 12.

Document Content and Organization

Grade 12 Active Healthy Lifestyles contains the following sections:

 Introduction: The Introduction outlines the purpose, background, and content and
organization of this document.
 Overview of Grade 12 Active Healthy Lifestyles: This section gives an overview of
the following:
 Framework Overview: This section contains key information from the Framework
that pertains to Grade 12 Active Healthy Lifestyles. It also contains the new policy
information related to mandating Grades 11 and 12 PE/HE, including a discussion
of graduation requirements, potentially sensitive content, involvement of parents,
families, and communities, students with exceptional learning needs and/or
special health care needs, and safety and liability.
 Planning for Implementation: This section outlines the guiding principles,
requirements, and guidelines for implementing Grade 12 Active Healthy
Lifestyles, based on the Policy Document, for the three PE/HE components:
Physical Activity Practicum, Core Component, and Flexible Delivery Component.
 Specific Learning Outcomes: The specific learning outcomes identified for
Grade 12 Active Healthy Lifestyles are presented by module in this section.
Specific learning outcomes drive instruction and assessment for all students.
 Implementation Overview: This section discusses the philosophy for effective
programming in Grades 11 and 12 PE/HE and outlines how the Grade 12 Active
Healthy Lifestyles curriculum is connected to each of the general learning
outcomes identified in the Framework.

_____________________________________________________________________________
I n t r o d u c t i o n  3
  Planning for Instruction: This section refers to general information on planning
for instruction that appears in the Overview of Senior 1 and Senior 2 [Grades 9 and
10] Physical Education/Health Education: A Foundation for Implementation but also
applies to Grades 11 and 12 PE/HE. More detailed information is provided in
Appendix D: Planning Guidelines for Physical Education/Health Education.
 Assessment and Reporting: This section identifies how students will be graded for
completion of the Grades 11 and 12 PE/HE courses using complete/incomplete
designations. It also discusses the purposes of assessment and provides
suggestions for teachers to establish criteria for the compulsory personal fitness
portfolio, as well as suggestions on how teachers could assess student achievement
of the learning outcomes in the Core Component modules.
 Modules for Physical Activity Practicum and Core Component: This section contains
the modules for the Physical Activity Practicum and the Core Component of this
curriculum:
 Module A: Physical Activity Practicum
 Module B: Fitness Management
 Module C: Nutrition
 Module D: Personal and Social Development
 Module E: Healthy Relationships
The modules are units of instruction developed for a specific strand and/or
component of the curriculum. Each module presents lessons that identify the specific
learning outcomes, key understandings, and essential questions, provide background
information, offer suggestions for instruction/assessment, and present references to
assist teachers with planning for instruction. Many references are websites, which are
hyperlinked on the CD-ROM and online versions of the document. Most lessons also
refer to Resource Masters (RMs), which are provided in the Resource Masters section
of the document. Teachers may use the sample lessons and/or adjust them as locally
determined. All modules are available in Word format.
 Resource Masters: This section consists of RMs, which are intended to provide
teachers and/or students with additional information to support and enhance student
learning and assessment. The RMs are numbered sequentially to correspond with the
order in which they are cited within the respective modules.
 Appendices: The following appendices provide additional information and tools for
planning, teaching, and assessment:
 Appendix A: Curriculum Map for Grade 11 and Grade 12 Healthy Active
Lifestyles
 Appendix B: Grade 12 Active Healthy Lifestyles Curriculum Matrix
 Appendix C: Specific Learning Outcomes for Grade 12 Active Healthy Lifestyles

_____________________________________________________________________________
4  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Appendix D: Planning Guidelines for Physical Education/Health Education
 Appendix E: Active Learning Strategies
 Appendix F: Sample Assessment Tools and Checklists
 Appendix G: Common Planning Tools and Forms
 Bibliography: The print and online resources used in developing this document are
cited in the Bibliography.
 CD-ROM: The CD-ROM that accompanies this document contains a copy of Grade 12
Active Healthy Lifestyles, along with other policy and support documents that apply to
this curriculum.

NOTE ABOUT COPYRIGHT

Please note that this document contains copyright-protected materials (images and text) that
have been reproduced or adapted from a variety of other sources. Manitoba Education,
Citizenship and Youth has obtained permission to use these materials in this document and has
made every effort to acknowledge the original sources. These materials should not be extracted,
accessed, reproduced, or adapted for any purpose other than for their intended educational use
in this document.

_____________________________________________________________________________
I n t r o d u c t i o n  5
OVERVIEW OF GRADE 12
ACTIVE HEALTHY LIFESTYLES

Framework Overview

Planning for Implementation

Specific Learning Outcomes

Implementation Overview

Planning for Instruction

Assessment and Reporting

OVERVIEW OF GRADE 12 ACTIVE HEALTHY
LIFESTYLES

Framework Overview

The Framework was the basis for the development of the Grade 12 Active Healthy
Lifestyles curriculum. This Framework Overview highlights key characteristics from the
Framework that are reinforced in Grade 12, as well as changes to address the policy for
implementing Grades 11 and 12 PE/HE.

Key Characteristics from the Framework Reinforced in Grade 12

The Grade 12 Active Healthy Lifestyles curriculum continues to support the vision and
aim identified for Kindergarten to Grade 12 PE/HE in the Framework:
 Vision: The vision is physically active and healthy lifestyles for all students.
 Aim: The aim is to provide students with planned and balanced programming to
develop the knowledge, skills, and attitudes for physically active and healthy
lifestyles. (3)

As highlighted in the Framework,

The Centres for Disease Control and Prevention (1997), supported by the Canadian
Fitness and Lifestyle Research Institute, identify the significant behaviours that
contribute to today’s major health issues:
 inadequate physical activity
 unhealthy dietary behaviours
 drug use, including alcohol and tobacco
 sexual behaviours that result in sexually transmitted diseases/infections and
unintended pregnancies
 behaviours that result in intentional and unintentional injuries (5)
The Grade 12 Active Healthy Lifestyles curriculum also addresses these five major health
risk areas for children and youth.

_____________________________________________________________________________
O v e r v i e w  9
 The Conceptual Framework
The content of both subject areas, PE and HE, is integrated and organized within five
interrelated general learning outcomes, as illustrated in the following Conceptual
Framework.

__________
* Source: Manitoba Education and Training. Kindergarten to Senior 4 Physical Education/Health Education: Manitoba
Curriculum Framework of Outcomes for Active Healthy Lifestyles. Winnipeg, MB: Manitoba Education and Training, 2000. 21.

This Venn diagram captures many of the key characteristics and principles related to
PE/HE. For example, PE/HE builds on the foundation skill areas (i.e., literacy and
communication, human relations, problem solving, and technology), as well as on the
elements for integration (i.e., curriculum integration, human diversity, sustainable
development, anti-racist/anti-bias education, resource-based learning, differentiated
instruction, Aboriginal perspectives, gender fairness, appropriate age portrayals). The
diagram shows how the two subject areas PE and HE are connected through the five
general learning outcomes. The curriculum focus is student-centred, with each student
learning the knowledge, skills, and attitudes for a physically active and healthy lifestyle.

The five general learning outcomes and attitude indicators identified in the Framework are
addressed in PE/HE across all grades from Kindergarten to Grade 12. Refer to the
following chart for the descriptions of each general learning outcome and the
corresponding attitude indicators.

_____________________________________________________________________________
10  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Kindergarten to Grade 12 Physical Education/Health Education
General Learning Outcomes and Attitude Indicators*
General Learning Outcomes Attitude Indicators
1 Movement 1.1 Show a willingness to participate in a variety of
physical activities.
The student will demonstrate
1.2 Express enjoyment in a variety of movement
competency in selected movement
experiences.
skills, and knowledge of movement
development and physical activities 1.3 Appreciate that time, commitment, and practice
with respect to different types of learning are required for skill development.
experiences, environments, and cultures. 1.4 Appreciate the aesthetic and athletic values of
movement.
1.5 Appreciate and respect diversity while participating
in physical activity.
1.6 Appreciate and respect the natural environment
while participating in physical activity.

2 Fitness Management 2.1 Show an interest in and responsibility for personal

fitness.
The student will demonstrate the ability
Specific Learning Outcomes 2.2 Appreciate the role and contribution of regular
to develop and follow a personal fitness
participation in physical activity for health and
plan for lifelong physical activity and
fitness.
well-being.
2.3 Show respect and acceptance for physical and
performance limitations of self and others.

3 Safety 3.1 Show respect for safety of self and others.

3.2 Show responsibility in following rules and
The student will demonstrate safe and
regulations in dealing with safety of self and
responsible behaviours to manage risks
others.
and prevent injuries in physical activity
participation and in daily living.

4 Personal and Social Management 4.1 Show a positive attitude toward learning, growth,
and personal health.
The student will demonstrate the
4.2 Be sensitive to the needs and abilities of others.
ability to develop self-
understanding, to make health- 4.3 Demonstrate personal responsibility in daily work
enhancing decisions, to work and play.
cooperatively and fairly with others, 4.4 Show a willingness to play fairly and work
and to build positive relationships with others. cooperatively/collaboratively with others.
4.5 Show a positive attitude toward change.
4.6 Enjoy participation and learning.

5 Healthy Lifestyle Practices 5.1 Appreciate and value the benefits of healthy
lifestyle practices for a healthy body.
The student will demonstrate the
5.2 Appreciate the importance of making health-
ability to make informed decisions for
enhancing decisions in daily living.
healthy living related to personal
health practices, active living, healthy 5.3 Appreciate the responsibilities and commitment
nutritional practices, substance use associated with developing healthy relationships.
and abuse, and human sexuality.
__________
* Source: Manitoba Education and Training. Kindergarten to Senior 4 Physical Education/Health Education: Manitoba Curriculum
Framework of Outcomes for Active Healthy Lifestyles. Winnipeg, MB: Manitoba Education and Training, 2000.

_____________________________________________________________________________
O v e r v i e w  11
 The Curriculum Map

A Curriculum Map in the Framework (20) identifies all the strands that are addressed in all
or some of the grades. As the Grades 11 and 12 curricula were developed, key strand areas
were selected and specific modules were developed to expand on the learning outcomes
identified for Grade 9 and/or Grade 10. For example, the Nutrition strand was developed
further in Grade 12 to build on the knowledge, skills, and attitudes learned in previous
grades.

New topics were also chosen for Grade 12 that connect to existing strands. For example,
Module D: Personal and Social Development is a link to and an extension of the Social
Development strand. To see how the Grades 11 and 12 curricula connect with the strands
or topics in the Curriculum Map presented in the Framework, refer to Appendix A:
Curriculum Map for Grade 11 and Grade 12 Active Healthy Lifestyles at the end of this
document. (The strands that appear in CAPS are addressed in both grades or only in one
grade, as specified.)

Policy for Implementing Grades 11 and 12 Physical Education/Health

Education

The information from the Framework that required updating for Grades 11 and 12 PE/HE
relates to the following areas:
 graduation requirements
 potentially sensitive content
 involvement of parents, families, and communities
 students with exceptional learning needs and/or special health care needs
 safety and liability
These areas are addressed below.

Graduation Requirements

Physical education/health education (PE/HE) is a compulsory subject area from Grades 9

to 12, effective September 2008. In 2008/2009, students are required to graduate with a
minimum of 29 credits, which must include three PE/HE credits. Beginning in 2009/2010,
students are required to graduate with a minimum of 30 credits, which must include four
PE/HE credits.

Grades 11 and 12 students will be graded for completion of courses using

complete/incomplete designations rather than percentages. Grades 11 and 12 PE/HE
credits will not be compulsory for Mature Student graduation.

_____________________________________________________________________________
12  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 The following chart indicates the timeline for phasing in the PE/HE credits.

Timeline for Phasing in PE/HE Credits

Year Regulation
2008/2009 Students will be required to graduate with a minimum of 29 credits, which must
Transition Year include three PE/HE credits (i.e., 10F, 20F, and 40F credits).
2009/2010 Students will be required to graduate with a minimum of 30 credits, which must
include four PE/HE credits (i.e., 10F, 20F, 30F, and 40F credits).

For more information or updates on graduation requirements, refer to the Department’s

website at <www.edu.gov.mb.ca/k12/policy/grad_require.html>.

Potentially Sensitive Content

The Framework identifies the following content areas as potentially sensitive:

 human sexuality
 substance use and abuse prevention
 personal safety (i.e., sexual exploitation/assault)
Content and issues related to the learning outcomes specific to these topics may be
potentially sensitive for some students and their parents/families and/or communities.
This sensitivity may be based on family, religious,
and/or cultural values. Potentially sensitive
content must be treated in ways that are PARENTAL OPTION
appropriate for the local school and community A parental option means that parents
context. These areas require school divisions to use may choose a school-based or
a planning process (that includes parental alternative delivery of potentially
involvement) to determine programming details sensitive content (i.e., human sexuality,
substance use and abuse prevention,
and establish local policy and procedures. Before and personal safety). Parents have the
implementation, teachers are required to check with right to opt for alternative delivery
the school administration for school and school (e.g., home, professional counselling)
division guidelines and procedures related to depth for their child where the content is in
and breadth of content, choice of learning conflict with family, religious, and/or
cultural values.
resources, assessment and reporting procedures,
and providing a parental option.

_____________________________________________________________________________
O v e r v i e w  13
 In the Grade 12 Active Healthy Lifestyles curriculum there also are specific learning
outcomes that are considered potentially sensitive and should be treated with sensitivity.
These learning outcomes relate to topics such as healthy and unhealthy relationships,
interpersonal communication, and rights and responsibilities in relationships. Teachers
are required to follow local guidelines developed for content that requires sensitive
treatment.

For information on the decision areas to assist schools/divisions in establishing their

policy and procedures, refer to the chart Potential Decision Areas for School/Division
Planning provided in Appendix G: Common Planning Tools and Forms at the end of this
document.

Involvement of Parents, Families, and Communities

The Framework “encourages parents, families, and communities to work closely with
educators in areas such as promotion of health, safety, and physical activity” (9).
Implementation of the Grade 12 Active Healthy Lifestyles curriculum includes an OUT-of-
class delivery model whereby parents will be involved with the pre- and post-sign-off
process. Pre- and Post-Sign-off Forms must be completed prior to students’ participation
in the physical activity practicum and upon its completion.

The Policy Document states:

Parents, students, and schools are encouraged to work together to determine what
will work best in their specific situations to help young people take ownership of
their own physical fitness. By doing so, they will discover interesting, rewarding
activities that help them establish active lifestyles that will persist into their
futures . . . . Local recreation and sports-related organizations are also encouraged
to explore how nearby school and community facilities could be jointly used. (15)

The roles and responsibilities of students and parents, as outlined in the Policy Document,
are as follows.

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14  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 ROLES AND RESPONSIBILITIES*
Students: Roles and Responsibilities
1. Discuss with parents/guardians and provide the school with a completed and signed copy of
the Pre-Sign-off Form. The form requires the signature of a parent/guardian if the student is
under the age of 18, or the student’s signature if he or she is 18 or older. In some
circumstances, parents/guardians may be required to sign for students who are 18 or older
(e.g., students with severe disabilities).
2. Indicate to the school, prior to commencing the activities and at the time specified by the
school, their intention to participate in activities that contribute to their personal fitness plan
and are consistent with school/division policy and risk-management measures for the purpose
of obtaining a PE/HE credit.
3. Participate in the OUT-of-class physical activities as part of their personal fitness plan towards
the completion of their physical activity practicum. Track the hours, and complete the sign-off
process as per school and/or division requirements.
4. Provide the school with pertinent documentation that will be used by the school for evaluation
purposes (e.g., fitness plan, activity log . . .).
5. Assume, along with parents/guardians, responsibility for safety. Students should discuss
concerns related to the selected physical activity with their parents/guardians and, together,
they should exercise discretion and be aware of safety issues and the appropriate level of
instruction and/or supervision before deciding to participate in the physical activity.

Parents/Guardians: Roles and Responsibilities

1. Exercise discretion, be aware of safety issues and the recommended level of supervision, and
discuss with the school and student any concerns about the nature of the activity.
2. Assume responsibility for monitoring safety. Before making physical activity choice(s),
parents/guardians should be aware of safety issues, such as staffing qualifications, child abuse
registry policy, and community organization’s or group’s liability insurance coverage.
3. Approve OUT-of-class activity, taking into consideration the general state of health of the
student, information on risk, safety, school division policy, the educational and physical benefit
to the student, and costs, if applicable.
4. Complete paperwork and provide Parent/Guardian Pre- and Post-Sign-off Forms for the
selected activity and for the documentation provided to the school for evaluation purposes
(e.g., physical activity log). Students who are 18 years of age or older are required to provide
documentation for evaluation purposes.

__________
* Source: Manitoba Education, Citizenship and Youth. Implementation of Grades 11 and 12 Physical Education/Health
Education: A Policy Document. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2007. 15–16.

For more information on parental involvement and consent forms for the OUT-of-class
delivery, refer to OUT-of-Class Safety Handbook (Manitoba Education, Citizenship and
Youth).

_____________________________________________________________________________
O v e r v i e w  15
 Students with Exceptional Learning Needs and/or Special Health Care Needs

School divisions are responsible for

establishing local policy and procedures
STUDENT WITH EXCEPTIONAL
within the context of the provincial
policies related to students with LEARNING NEEDS
exceptional learning needs and/or special A student who requires specialized services or
health care needs. Consideration for programming when deemed necessary by the in-
school team because of exceptional learning,
students with exceptional learning needs
social/emotional, behavioural, sensory, physical,
is an essential component of an cognitive/intellectual, communication, academic,
inclusionary, learner-centred approach. or special health care needs that affect his or her
PE/HE programming may necessitate ability to meet learning outcomes (Manitoba
various changes in the form of Education, Citizenship and Youth, Appropriate
Educational Programming in Manitoba: Standards
modifications, adaptations, and/or
for Student Services 28).
accommodations to support a student
with exceptional learning needs.

As indicated in the Framework (12–13), school divisions should include the following when
establishing local policy and procedures for students with special health care needs that
limit participation in PE/HE:
 Establish definition for short-term and long-term absence, considering scheduling
implications (e.g., may depend on the number of classes per week or cycle).
 Require notification from parents for short-term injuries/special health care needs.
 Require a medical certificate for students with special health care needs that limit or
prohibit participation in physical activity for a longer term (e.g., more than two
weeks).
 Seek out medical information to include in the child’s individual health care plan,
where appropriate.
 Establish a means of communication for seeking further information or direction
related to policy and supports for students with special health care needs (e.g., contact
divisional student service administrator).
 Provide adaptations where possible.
 Refer to any available medical information (e.g., a student’s individual health care
plan) when planning appropriate adaptations.
 Follow regular grading practices and reporting procedures when students with special
health care needs are expected to achieve the student learning outcomes, with or
without adaptations.

_____________________________________________________________________________
16  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 At the Senior Years, four credits of PE/HE are compulsory. Where a student’s temporary
physical limitations and/or special health care needs prohibits him or her from
participating in physical activity, it may be possible, depending on timetabling and
scheduling, to reschedule the credit to another semester or year. In certain cases, it may be
possible to apply accommodation procedures for students with special health care needs.
For example, during the last semester of Grade 12, student learning outcomes could be
adjusted to accommodate a student who has sustained an injury that limits the
achievement of some physical skill-based outcomes.

Where none of the above options is possible, and in exceptional circumstances where the
PE/HE credit cannot be obtained, the credit must be substituted from another subject
area. In such a case, medical documentation is necessary to explain the substitution when
recording student marks and credits locally.

For more information on these options, refer to Summary of Options for Students with
Exceptional Learning Needs and Special Health Care Needs provided in Appendix G:
Common Planning Tools and Forms at the end of this document. Also refer to Appropriate
Educational Programming in Manitoba: Standards for Student Services (Manitoba Education,
Citizenship and Youth), available online at <www.edu.gov.mb.ca/k12/specedu/aep/>.

Safety and Liability

Safety is of particular concern in planning and implementing PE/HE. The primary

responsibility and legal liability for ensuring safe practices for school-based activities rests
with the school division and its employees. Refer to OUT-of-Class Safety Handbook (12–15).

IN-Class Delivery

For school-based activities that occur IN-class, schools

must develop safe routines and procedures, and teachers IN-CLASS
need to be knowledgeable of the best safety practices, IN refers to IN-class
whether teaching, learning, and assessment take place in instructional time that is
the classroom, gymnasium, playground, or alternative teacher-directed and based on
environments. Teachers responsible for providing a wide learning outcomes from the
curriculum. This class time is
variety of challenging movement experiences in
timetabled as part of the
physically active settings must anticipate hazards and instructional day, and students
minimize the risk inherent in physical activity. Expertise are required to attend.
in physical activity management is essential. For some
specific physical activities/programming, such as
aquatics, it is recommended that certified training be required.

_____________________________________________________________________________
O v e r v i e w  17
 The Framework states:

Sections 86, 87, and [90] of The Public Schools Act address exemption from liability
in areas of physical education, and may provide some degree of exemption from
liability and negligence.

However, it is important that school divisions be aware that it is their primary

responsibility for ensuring safe practices when planning and implementing
[school-based activities].

In several litigations resulting from students being injured during physical

education classes, Canadian courts have demonstrated a clear departure from “the
careful and prudent parent” standard of care when assessing teacher negligence,
adopting instead a “professional” standard of care. (15)

The Supreme Court of Canada has said that to determine whether a physical education
teacher has not been negligent or in breach of the necessary and appropriate standard of
care, the following criteria must be considered:
1. Is the activity suitable to the mental and physical condition, as well as the age, of
participating students?
2. Have the students been progressively taught and coached to perform the activity[ies]
properly and to avoid the dangers inherent in the activity[ies]?
3. Is the equipment adequate and suitably arranged?
4. Is the activity being supervised properly in light of the inherent danger involved?
(Myers v. Peel County Board of Education [1981], D.L.R. [3d] 1 [S.C.C.])

It should be noted, however, that this list is not all-inclusive and other considerations may
be relevant in determining negligence: Is the activity sanctioned by the school
administration and school authority, and have students been informed of the risks and
responsibilities (e.g., safety procedures, behaviour expectations, and consequences) of
participation? (YouthSafe Manitoba 7–8)

Schools should continue to use the following resources when developing or revising local
policy and procedures, as well as when obtaining information related to equipment,
facilities, supervision, teaching progressions, and risk management:
 Safety Guidelines for Physical Activity in Manitoba Schools (Manitoba Physical Education
Teachers Association, et al.)
 YouthSafe Manitoba: School Field Trip Resource (Hanna, Quest Research and Consulting
Inc., and YouthSafe Outdoors)

_____________________________________________________________________________
18  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 OUT-of-Class Delivery

For the purposes of implementing

the OUT-of-class delivery model, OUT-OF-CLASS
physical activities are defined in the OUT refers to OUT-of-class time that is student-directed
following two categories because the and based on learning outcomes from the curriculum
safety rules and regulations are that promote participation in physical activity. The OUT-
different for each (see OUT-of-Class of-class delivery option will require teacher and
parent/guardian sign-off.
Safety Handbook, Glossary of Terms):
The OUT-of-class time may include physical activities
 School-based activities: School- that occur
based activities that may be  in school with teacher supervision (e.g.,
selected for the OUT-of-class intramurals, interschool sports, fitness workouts)
component of PE/HE are but not during instructional class time
organized by the  outside of the school or off school property, and
school/division and include without direct supervision by a certified teacher or
activities that do not occur as other person employed by or under contract with a
school division
part of the scheduled class time,
such as sports teams,
intramurals, clubs, field trips, and others. Note that the safety rules governing school-
based activities for OUT-of class are the same for IN-class.
 Non-school-based activities: Non-school-based activities are home-, community- or
independently based activities that are not directly organized by the school or school
division, such as community sports, classes and clubs, and exercising at home. Note
that the safety rules governing non-school-based activities for OUT-of class are
different than for IN-class.

For non-school-based activities as part of the OUT-of-class delivery model, different rules
apply as compared to school-based activities. For OUT-of-class activities that are not
organized by the school, the primary responsibility and legal liability for ensuring safe
practices rests with the students, parents, and community organizations that organize and
provide the coaches/instructors for the activity.

Schools and school divisions are required to develop a risk-management policy related to
the OUT-of-class physical activity practicum, as well as provide risk-management
measures and a teacher and parent/guardian sign-off process that aligns with
government policy.

Determining eligibility of physical activities that students may include for the OUT-of-
class physical activity practicum is a local decision. Certain high-risk activities that are
inherently dangerous may be prohibited by the school/division and will not be eligible
for credit under any circumstances. This policy might also require that certain activities
(e.g., trampolining) that are known to be associated with a higher rate of injury when
unsupervised be directly supervised by a qualified instructor or coach to be eligible for
credit. Other risk factors, conditions, or exceptional circumstances may also need to be
considered prior to acceptance.

_____________________________________________________________________________
O v e r v i e w  19
 A Physical Activity Inventory (RM 3–PA: Physical Activity Inventory) is provided in this
document to help schools/divisions develop their eligible activities list. If students choose
an activity that is not included in the eligible activities list, this activity will need to be
approved by the school/division according to the process outlined in its policy. The
school division has the right to prohibit inclusion of a high-risk physical activity as part of
a physical activity plan and/or log.

For information on developing local policy and procedures, sample Parent Declaration and
Consent Forms, Physical Activity Safety Checklists, glossary of terms, criteria established by
the Supreme Court of Canada to determine the necessary and appropriate standard of care
within the context of physical education for non-school-based activities, refer to OUT-of-
Class Safety Handbook, available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

_____________________________________________________________________________
20  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Planning for Implementation

Implementation of Grades 11 and 12 Physical Education/Health Education: A Policy Document

(Policy Document) outlines guiding principles (see page 4) and provides information on the
curriculum design and the IN-class and OUT-of-class delivery model (see page 9) that
schools must be aware of before planning for implementation.

Guiding Principles

The guiding principles were developed for Grades 11 and 12 PE/HE based on information
collected from research, stakeholders, and educational partners to serve as a foundation
for supporting the development and future implementation of Grades 11 and 12 PE/HE.

The guiding principles outlined in the Policy Document include the following.

GUIDING PRINCIPLES*
 Develop learning outcomes that align with the K–12 PE/HE Framework to maintain the vision
and integrity of this [Policy Document].
 Encourage youth to take greater ownership of their physical fitness and become involved in
physical activities suited to their own individual interests and abilities.
 Involve parents/guardians/schools/community in a supportive and complementary role to build
positive values and attitudes.
 Provide schools with flexibility in determining the best delivery model depending on local
resources.
 Provide variety and choice of activities to students through an IN-class and OUT-of-class
delivery model.
 Allow for schools and students/parents/guardians to determine how the learning outcomes of
the curriculum will be achieved, that is, through a teacher-directed delivery model during IN-
class time and a student-directed model as part of the OUT-of-class time.
 Ensure clarity of roles and responsibilities of students, parents/guardians, school
administrators, teachers, school divisions, and Manitoba Education, Citizenship and Youth.

__________
* Source: Manitoba Education, Citizenship and Youth. Implementation of Grades 11 and 12 Physical Education/Health
Education: A Policy Document. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2007. 4.

As schools begin and continue to implement the Grade 12 Active Healthy Lifestyles
curriculum, the intent of the flexible delivery model is to ensure that variety and choice of
physical activities is offered to students to accommodate personal factors such as interest,
accessibility, and ability, considering local resources.

_____________________________________________________________________________
O v e r v i e w  21
 Guidelines for Implementation

When planning for implementation, consider the following four steps:

1. Choose an implementation model.
2. Develop an OUT-of-class safety policy.
3. Develop a pre- and post-sign-off process.
4. Establish evaluation and reporting procedures.

A discussion of each step follows. Guidelines are suggested for each identified step to
address the requirements and guiding principles identified in the Policy Document.

1. Choose an Implementation Model

Schools will implement the Grades 11 and 12 PE/HE curriculum based on the
following Implementation Model.

____________________________________________________________________________

IMPLEMENTATION MODEL*

____________________________________________________________________________

__________
* Source: Manitoba Education, Citizenship and Youth. Implementation of Grades 11 and 12 Physical Education/Health
Education: A Policy Document. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2007. 10.

_____________________________________________________________________________
22  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 The curriculum learning outcomes are achievable through an IN-class and/or an OUT-of-
class delivery model. Schools may choose the proportion of IN-class and OUT-of-class
time for the courses they offer based on local priorities and preferences, while ensuring
alignment with minimum requirements related to this model. The delivery model must
include an IN-class component that must be a minimum of 25% of IN-class time. It must
also include a physical activity practicum (whether or not it is delivered IN- or OUT-of-
class), which must be a minimum of 50% and up to a maximum of 75% of time.

The Implementation Model is made up of three components, as described below:

 Core Component: This component refers to the minimum of 25% of IN-class time
(approximately 30 hours) that must be teacher-directed. This component focuses on
health and personal development and contains specific learning outcomes organized
into four units of instruction called modules. The Grade 12 Active Healthy Lifestyles
Core Component modules are: Module B: Fitness Management, Module C: Nutrition,
Module D: Personal and Social Development, and Module E: Healthy Relationships.
Each module aligns with one or more of the five general learning outcomes.
 Physical Activity (PA) Practicum: A minimum of 50% (i.e., 55 hours) is required for
the physical activity practicum, which contains specific learning outcomes that focus
on safe participation in physical activity. This may be achieved through IN-class,
OUT-of-class, or a combination of IN-class and OUT-of-class time. Therefore, schools
could choose to offer 100% IN-class time, which would include a minimum of 50%
physical activity practicum that would occur in class or in school-supervised activities.
Module A: Physical Activity Practicum contains suggestions and tools for getting
started on and implementing the physical activity plan that may be useful for IN-class
or OUT-of-class delivery. The primary purpose of the physical activity practicum is to
allow students to choose, with teacher guidance, physical activities that they enjoy to
address health-related fitness components over a period of time, with a primary
emphasis on cardiorespiratory endurance.
Eligible physical activities for the physical activity practicum, particularly for the
student-directed OUT-of-class time, must
 contain a minimum of 55 hours of moderate to vigorous physical activity that
contributes to cardiorespiratory endurance (heart, lungs, circulatory system) plus
one or more of the other health-related fitness components (muscular strength,
muscular endurance, and flexibility)
 be safe, ethical, and age/developmentally appropriate
 address risk-management measures based on Safety Guidelines for Physical Activity
in Manitoba Schools and YouthSafe Manitoba: School Field Trip Resource, and require
special parental permission
 require students to submit a personal fitness portfolio containing elements such as
a fitness plan, a physical activity log, or journal entries
 include a teacher and parent/guardian pre- and post-sign-off process

_____________________________________________________________________________
O v e r v i e w  23
  Flexible Delivery Component: Schools have the choice or flexibility to expand the
time to address the learning outcomes identified for the Core Component or for the
Physical Activity Practicum. It allows up to 25% of the time to be spent exploring
selected areas of interest or specialization, either by the class, through an increase in
the IN-class time, or by individual students, through an increase in OUT-of-class time,
depending on local resources and needs. There is opportunity to increase the depth or
breadth of each strand/module. Learning outcomes are teacher- or student-developed.
The time for the Flexible Delivery Component of the curriculum can be used in a
variety of ways. Some examples follow:
 Increase time for the IN-class Physical Activity Practicum.
 Increase time for the OUT-of-class Physical Activity Practicum.
 Increase time for one or more of the Core Component modules to allow teachers
more IN-class time for in-depth study.
 Increase time for one or more of the Core Component modules to allow students
more OUT-of-class time for in-depth study.
 Allow IN- or OUT-of-class time for teachers or students to expand on a topic that
connects with one or more of the modules from the Core Component or the
Physical Activity Practicum. Some examples are suggested below:
– Module A: Physical Activity Practicum could include opportunities for
alternative pursuits/outdoor education, sport or dance specialization, and
biomechanics for high performance.
– Module B: Fitness Management could include more exercise science topics
such as energy systems, fitness training, and fitness leadership.
– Module C: Nutrition could include topics related to sport nutrition, functional
foods, and mindless eating.
– Module D: Personal and Social Development could include topics related to
leadership in sport and recreation and character development.
– Module E: Healthy Relationships could include topics such as caregiving and
conflict resolution.

Examples of Delivery Models

Schools will choose different implementation models, depending on their local needs and
resources. Schools may choose one model, or they may wish to offer a combination of
models and allow students to choose which delivery model suits their needs.

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24  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 The following are examples of various delivery or timetabling models that different
schools have created:
 Block programming: Require students to complete “x” number of blocks or units of
instruction, as identified in the school course outline. This type of programming
depends on the number of teachers available to be scheduled. With more teachers
available, a greater number of blocks or units can be offered to students. When
students are not participating in a block or unit, they are on unassigned or OUT-of-
class time.
 Looping: Schedule Grades 11 and 12 students together so that in the first year all
students take the Grade 11 course, and then in the second year all students take the
Grade 12 course.
 Course pathways or streams: Offer a choice of course options to students, based on
factors such as percentage of IN-class/OUT-of-class time, topic or sport, gender, and
so on.
 Flexible scheduling: Provide the opportunity for students and teachers to deliver the
course in different ways or at different times of the day (e.g., early bird classes, after-
hour classes, seminars).
 Other
The following diagram shows ways of scheduling course pathways or streams based on
percentage of IN-class/OUT-of-class time.

__________
* Source: Manitoba Education, Citizenship and Youth. Implementation of Grades 11 and 12 Physical Education/Health
Education: A Policy Document. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2007. 11.

_____________________________________________________________________________
O v e r v i e w  25
 The Grade 12 Active Healthy Lifestyles course could vary from teacher to teacher,
depending on what delivery model is chosen and how the flexible component will be
treated. Whatever model is chosen, teachers will need to develop a plan for each of the
components (Core, Physical Activity Practicum, and Flexible Delivery).

The following examples show a variety of ways to schedule course components based on
percentage of IN-class/OUT-of-class time. The intent is that students would be able to
choose the combination that best meets their needs.

25%/75% IN/OUT – Active Healthy Lifestyles

Component Module % Time IN % Time OUT
Core Component (25%) Module B: Fitness Management 7%
Module C: Nutrition 8%
Module D: Personal and Social 5%
Development
Module E: Healthy Relationships 5%
Physical Activity Practicum (50%) Personal Fitness Portfolio 50%
Flexible Delivery Component (25%) Personal Fitness Portfolio 25%
Student/Teacher Conferencing (e.g., 1 hour per student)

50%/50% IN/OUT – Active Healthy Lifestyles

Component Module % Time IN % Time OUT
Core Component (25%) Module B: Fitness Management 7%
Module C: Nutrition 8%
Module D: Personal and Social 5%
Development
Module E: Healthy Relationships 5%
Physical Activity Practicum (50%) Personal Fitness Portfolio 50%
Flexible Delivery Component (25%) Physical Activity/Sport Options 25%
Health Options
Student/Teacher Conferencing (e.g., 1 hour per student)

_____________________________________________________________________________
26  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 75%/25% IN/OUT – Active Healthy Lifestyles
Component Module % Time IN % Time OUT
Core Component (25%) Module B: Fitness Management 7%
Module C: Nutrition 8%
Module D: Personal and Social 5%
Development
Module E: Healthy Relationships 5%
Physical Activity Practicum (25%) Personal Fitness Portfolio 25%
Flexible Delivery Component (50%) Physical Activity/Sport Options 50%
Health Options
Student/Teacher Conferencing (e.g., 1 hour per student)

100% IN – Active Healthy Lifestyles

Component Module % Time IN % Time OUT
Core Component (25%) Module B: Fitness Management 7%
Module C: Nutrition 8%
Module D: Personal and Social 5%
Development
Module E: Healthy Relationships 5%
Physical Activity Practicum (50%) Physical Activity/Sport Options 50%
Flexible Delivery Component (25%) Physical Activity/Sport Options 10%
Teacher-Developed Module (e.g., 15%
Leadership, Sport Science,
Cardiopulmonary Resuscitation [CPR]
Certification, Health Research
Projects)

2. Develop an OUT-of-Class Safety Policy

Schools and school divisions are required to develop a risk-management policy related
to the OUT-of-class physical activity practicum, as well as provide risk-management
measures and a teacher and parent/guardian sign-off process that aligns with
government policy.

For information on developing an OUT-of-class safety policy, refer to the guidelines

and suggestions in OUT-of-Class Safety Handbook (Manitoba Education, Citizenship
and Youth), available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

_____________________________________________________________________________
O v e r v i e w  27
 3. Develop a Pre- and Post-Sign-off Process
The Policy Document requires a teacher
and parent/guardian pre- and post-sign- PRE- AND POST-SIGN-OFF
off process for the OUT-of-class delivery Pre- and post-sign-off refers to the sign-off
model. As schools are developing their process required for the student-directed option
local policies and procedures, the prior to implementing the physical activity
following must be taken into practicum and upon its completion. This process
consideration: involves teachers, students, parents/guardians,
and/or supervising adult(s). The purpose of the
 If a parent/guardian is unwilling to Pre-Sign-off Form is to ensure the
approve the OUT-of-class time student/parent/guardian has chosen physical
activity that is safe and appropriate to meet the
component outlined by the school, the learning outcomes. The purpose of the Post-Sign-
school should provide other off Form is to provide the documentation or
opportunities for the student to meet evidence that the student met the requirements
the time expectation, such as IN- of the physical activity practicum.
school supervised activities (e.g., (Policy Document 6)
intramurals, fitness clubs). Examples
of circumstances that may necessitate this special type of support are exceptional
learning needs, safety concerns, and religious and cultural values.
 At a parent’s/guardian’s request, a school offering a 100% IN-class model must
allow the student to opt for a minimum 25% OUT-of-class option as part of a
personalized physical activity practicum. Schools will determine eligibility of a
higher percentage based on local policy.
 For students who cannot achieve the required credit or credits because of
exceptional circumstances (e.g., unforeseen serious physical or medical limitation,
cultural values), the school administrator, in discussion with parents/guardians,
can decide to substitute a maximum of two credits, as per school division policy
and existing departmental policy. This substitution of credits must be reported to
the Department.
 Physical activities selected for the OUT-of-class component do not qualify when
the activities are the result of employment where the student receives payment, or
when they are related to another course for which the student receives credit (e.g.,
school-initiated courses related to dance or sports).

Sign-off Process for OUT-of-Class Activities

Schools/divisions are responsible for ensuring, through a sign-off process, that

 the student’s choices of OUT-of-class physical activities for the course have been
accepted by the teacher based on criteria for completion and divisional policy and
approved by the parent (if the student is under 18 years of age)
 the student and parent (or only the student if 18 years or older) have been
informed about the recommended safety guidelines and risk-management
strategies related to the student’s chosen physical activities

_____________________________________________________________________________
28  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  the student and parent (or only the student if 18 years or older) are aware of their
responsibility for the student’s safety during participation in the selected physical
activities
 the student has completed the requirements of the physical activity practicum
There are two parts to the sign-off process involving the student, parent, and teacher:
pre-sign-off and post-sign-off.

Pre-Sign-off Process

 The purpose of the student pre-sign-off is to

– identify what physical activities the student has chosen for his or her physical
activity practicum based on division policy
– demonstrate awareness of safety guidelines and risk-management strategies
 The purpose of the parent pre-sign-off is to
– demonstrate agreement with their child’s choice of physical activities
– demonstrate an assumption of responsibility for monitoring their child’s safety
during participation in these activities
 The purpose of the teacher pre-sign-off for non-school-based and/or OUT-of-class
school-based activities is to
– show acceptance of the physical activity plan (i.e., that the student has met the
criteria for completion of the plan, addressing factors such as personal goals,
frequency of participation, intensity level, amount of time, and type of physical
activity)
– acknowledge that the student has demonstrated an understanding of the risk-
management process and appropriate planning related to physical activity
– ensure the student is aware of the safety guidelines and risk-management
information and associated responsibilities for discussion with parents for their
approval

The following steps are suggested to help facilitate the pre-sign-off process:
 The PE/HE teacher provides student orientation regarding the physical activity
practicum requirements, personal physical activity plan, and risk management.
 The student selects eligible physical activities in consultation with the PE/HE
teacher and parents, and as per division policy.
 The student, with teacher guidance, develops a personal physical activity plan that
includes safety guidelines and risk-management strategies.

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O v e r v i e w  29
  The PE/HE teacher accepts the proposed plan based on criteria for completion and
on division policy, and signs it.
 The student and parent (or only the student if 18 years or older) show acceptance
of the personal physical activity plan and of the responsibility for safety by signing
the Declaration and Consent Form.

Post-Sign-off Process

 The purpose of the post-sign-off for the student and for the parent is to show that
the student has fulfilled the requirements of the physical activity practicum (i.e., a
minimum of 55 hours of moderate to vigorous physical activity that is safe, ethical,
and age/developmentally appropriate).

For more details and suggestions on the pre- and post-sign-off process, refer to the
lessons in Module A: Physical Activity Practicum, as well as to the OUT-of-Class Safety
Handbook (Manitoba Education, Citizenship and Youth).

4. Establish Evaluation and Reporting Procedures

For the Grades 11 and 12 PE/HE credits, students will be graded for completion of the
courses using complete/incomplete designations and not percentages (Policy
Document 14). Teachers are responsible for evaluating and reporting PE/HE credits.
Schools are responsible for awarding the credits for both IN- and OUT-of-class
delivery. Students are responsible for achieving the identified learning outcomes,
regardless of the delivery model used.

Physical activities selected for the OUT-of-class component do not qualify when the
activities are the result of employment where the student receives payment, or when
they are related to another course for which the student receives credit (e.g., school-
initiated courses related to dance or sports).

As evidence for demonstrating progress and achievement of the learning outcomes

related to the physical activity practicum, regardless of the delivery model used,
students are required to submit a personal fitness portfolio. This portfolio should
contain elements such as a fitness plan, a physical activity log, or journal entries (Policy
Document 14). Because of the importance of the teacher managing and evaluating the
OUT-of-class time for each student, staff time allocation should include conferencing
time for the teacher to meet with each student periodically throughout the course. It is
recommended that administrators allot staff time to manage and evaluate the
IN/OUT-of-class activities in accordance with school division policy (Policy
Document 16).

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30  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Schools will need to update current reporting systems to accommodate the
complete/incomplete designation. Criteria for grading for completion of the personal
fitness portfolio for the Physical Activity Practicum module, as well as the criteria for
each of the four Core Component modules and other modules if applicable (i.e.,
Flexible Delivery Component modules) will need to be determined.

For additional information, refer to Assessment and Reporting in the Overview of

Grade 12 Active Healthy Lifestyles, as well as the discussion on planning for
assessment in Appendix D: Planning Guidelines for Physical Education/Health
Education. Specific suggestions for instruction/assessment are provided in each
module contained in this document.

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O v e r v i e w  31
Specific Learning Outcomes

Grade 12 Active Healthy Lifestyles—Specific Learning Outcomes

The specific learning outcomes identified for the Grade 12 Active Healthy Lifestyles
curriculum are focused on developing active healthy lifestyles that are achievable through
an IN-class and/or OUT-of-class delivery model, and are assessed by teachers. The
specific learning outcomes for Grade 12 curriculum are organized within five modules
according to the three curriculum components:
 The Physical Activity Practicum contains specific learning outcomes that focus on
participation in physical activity.
 The Core Component contains specific learning outcomes (for each of the four
modules) focusing on health and personal development.
 The Flexible Delivery Component will address specific learning outcomes developed
by the teacher and/or student.

Furthermore, the specific learning outcomes align with certain general learning outcomes
(GLOs), as identified on the following pages.

Module Codes

The following codes are used for the respective modules:

PA Physical Activity Practicum (Module A)
FM Fitness Management (Module B)
NU Nutrition (Module C)
PS Personal and Social Development (Module D)
HR Healthy Relationships (Module E)

Specific Learning Outcome Codes

A code is used to identify each specific learning outcome by grade and module, as shown
in the following example:

12.PA.1 The first two numbers refer to the grade (Grade 12).
The two letters refer to the module (Physical Activity Practicum)
The last digit indicates the specific learning outcome number.

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32  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Physical Activity Practicum

Module A: Physical Activity Practicum (PA)

GLO 3—Safety The student will demonstrate safe and responsible

behaviours to manage risks and prevent injuries in physical
activity participation and in daily living.

12.PA.1 Demonstrate appropriate critical thinking, planning, and decision-making

skills in the development and implementation of a personal physical activity
plan that is safe and ethical and contributes to personal health and fitness
goals.
12.PA.2 Demonstrate understanding of the risk-management process and
responsibilities related to physical activity participation.
12.PA.3 Demonstrate the ability to access and use information for making informed
decisions about safety and risk management related to physical activity
participation.
Includes: level of instruction, level of supervision, facilities/environment,
equipment, clothing/footwear, and personal and other considerations

GLO 1— The student will demonstrate competency in selected

Movement movement skills, and knowledge of movement development
and physical activities with respect to different types of learning
experiences, environments, and cultures.

12.PA.4 Apply movement skills and concepts in a variety of selected physical activities
that meet the goals of a personal physical activity plan.

GLO 2—Fitness The student will demonstrate the ability to develop and follow a
Management personal fitness plan for lifelong physical activity and well-
being.

12.PA.5 Participate in physical activities at a moderate to vigorous intensity level.

12.PA.6 Record and report the frequency, intensity, time, and type of the physical
activities, as indicated in the personal physical activity plan.

12.PA.7 Reflect on physical and emotional responses to and influences on physical

activity participation.

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O v e r v i e w  33
 Core Component

Module B: Fitness Management (FM)

GLO 4—Personal The student will demonstrate the ability to develop self-
and Social understanding, to make health-enhancing decisions, to work
Management cooperatively and fairly with others, and to build positive
relationships with others.

12.FM.1 Examine the goal-setting process as a means of improving physical fitness

and/or health behaviours.

12.FM.2 Identify, implement, and revise personal goals for healthy lifestyle practices,
including physical activity participation.

GLO 2—Fitness The student will demonstrate the ability to develop and follow a
Management personal fitness plan for lifelong physical activity and well-
being.

12.FM.3 Examine current trends in health and fitness.

12.FM.4 Demonstrate understanding of fitness myths and misconceptions and how

they are used in advertising.

12.FM.5 Examine the methods advertisers use to promote and sell exercise, fitness, and
health products and services.

12.FM.6 Examine influences on the decisions that fitness consumers make related to
fitness products and services.

12.FM.7 Analyze key factors to be considered when purchasing fitness products and/or
services.

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34  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Module C: Nutrition (NU)
GLO 5—Healthy The student will demonstrate the ability to make informed
Lifestyle decisions for healthy living related to personal health practices,
Practices active living, healthy nutritional practices, substance use and
abuse, and human sexuality.

12.NU.1 Demonstrate understanding of the difference between a portion of food and a

Food Guide Serving.

12.NU.2 Evaluate personal food intake using Eating Well with Canada’s Food Guide.

12.NU.3 Demonstrate understanding of the relationship between the energy spent in

physical activity and healthy weight.

12.NU.4 Demonstrate the ability to estimate daily energy expenditure by analyzing

personal physical activity participation.

12.NU.5 Explain factors that contribute to energy balance and healthy weight.

12.NU.6 Examine the relationship between maintaining healthy weight and the
consumption of specific food substances.
Includes: sugar and fat

12.NU.7 Demonstrate strategies for making decisions about food and activity choices
that contribute to good health and healthy weight.

12.NU.8 Examine the causes and symptoms of food-borne illness (food poisoning) and
demonstrate understanding of ways to minimize the risk of food poisoning.

12.NU.9 Demonstrate understanding of food advertising and marketing strategies and

their impact on food purchases.

12.NU.10 Demonstrate understanding of how food and nutrition myths and

misconceptions can affect day-to-day physical activity participation and sport
performance and overall health.

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O v e r v i e w  35
 Module D: Personal and Social Development (PS)
GLO 4—Personal The student will demonstrate the ability to develop self-
and Social understanding, to make health-enhancing decisions, to work
Management cooperatively and fairly with others, and to build positive
relationships with others.

12.PS.1 Demonstrate understanding of the characteristics and development of effective

teams.

12.PS.2 Explore and identify the various roles and skills of team members in building
effective teams.

12.PS.3 Examine the characteristics of effective team leaders and their impact on team
development.

Module E: Healthy Relationships (HR)

GLO 4—Personal The student will demonstrate the ability to develop self-
and Social understanding, to make health-enhancing decisions, to work
Management cooperatively and fairly with others, and to build positive
relationships with others.

GLO 5—Healthy The student will demonstrate the ability to make informed
Lifestyle decisions for healthy living related to personal health practices,
Practices active living, healthy nutritional practices, substance use and
abuse, and human sexuality.

12.HR.1 Demonstrate understanding of the characteristics of healthy and unhealthy

relationships, and discuss factors that might influence their development.

12.HR.2 Demonstrate understanding of effective communication within a relationship

and the potential impact of technology on communication within a
relationship.

12.HR.3 Examine rights and responsibilities of individuals in relationships, and explore

how respecting these rights and responsibilities may affect the development of
relationships.

12.HR.4 Apply problem-solving and decision-making strategies to identify and prevent

the development of abusive relationships and/or to end unwanted
relationships.

12.HR.5 Apply problem-solving and decision-making strategies to recognize unhealthy

relationships, and identify community supports and services to assist in the
healthy resolution of relationship issues.

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36  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Implementation Overview

Grades 11 and 12 Philosophy for Effective Programming

The following are the key philosophical underpinnings to support effective programming
for Grades 11 and 12 PE/HE.
 Lifelong physical activity participation: The intent of the Grades 11 and 12 curricula
is to help students develop the necessary knowledge, skills, and attitudes in personal
planning for lifelong physical activity participation.
 Taking greater ownership: Due to the age and maturity of students in Grades 11 and
12, the goal is to encourage students to take greater ownership for their physical
fitness and to become involved in physical activities suited to their own individual
interests and abilities.
 Healthy decision making: Leading an active healthy lifestyle will contribute to health
and well-being. Helping students understand the importance of making informed
healthy decisions relevant to the five major health risk areas for youth continues to be
the focus in promoting active healthy lifestyles for all students.
 Choice and variety: A key element for lifelong physical activity participation is
finding activities that one personally enjoys and feels successful at. Where schools can
offer students a choice and variety of activities within the IN-class component or the
opportunity to choose their own activities as part of the OUT-of-class component,
students are more likely to choose something that they enjoy and that would be suited
to their interests and abilities.
 Active and interactive learning strategies: Brain research (Cone, et al.; Jensen)
supports the approach of engaging students in active learning to increase retention
and to make learning more relevant, meaningful, and enjoyable. In a PE setting,
learning/teaching strategies engage students through a variety of physical activities
that involve many of the multiple intelligences (e.g., bodily/kinesthetic, visual,
spatial). From an HE perspective, interactive learning/teaching strategies (e.g.,
brainstorming, Think-Pair-Share, role playing) promote social interaction and
cooperative learning, which highlight interpersonal intelligence.
 Cooperative and low competitive-type learning activities: Cooperative and low
competitive-type activities help promote positive social interactions among students,
promote inclusion, and allow students to work together toward achieving a common
goal. Competitive experiences that allow students to participate at or near their own
ability level contribute to increasing self-confidence and make the games or challenges
more enjoyable.

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O v e r v i e w  37
  Involvement of parents/families and communities: Building partnerships is essential
for providing a healthy, supportive environment for children and youth. Schools,
parents, and communities need to work together to achieve the vision of realizing
physically active and healthy lifestyles for all students. The home, school, and community
all play an important role in providing opportunities for Senior Years students to be
physically active daily or regularly.
 Promote sustainable development: PE/HE helps students to learn how active healthy
lifestyles contribute to human health and well-being, the environment, and the
economy. It is essential for students to understand the consequences of their behaviour
today and the impact it may have on their future quality of life.

Connections between the General Learning Outcomes and the Modules

To maintain the integrity of the Framework and the vision of the curriculum, each of the
five modules in this document connects to a strand or sub-strand under one or more
general learning outcomes (GLOs). Students in Kindergarten to Grade 12 are to
demonstrate learning relative to the general learning outcomes. The following is a
description of each GLO and how the Grade 12 Active Healthy Lifestyles curriculum
addresses or connects to each GLO.

GLO 1—Movement

The student will demonstrate competency in selected movement skills, and knowledge
of movement development and physical activities with respect to different types of
learning experiences, environments, and cultures.

Connections to Grade 12 Modules

Throughout Kindergarten to Grade 10, PE/HE programming emphasizes acquisition and

application of movement skills in a variety of physical activities for developing physical
literacy. In Grade 12, through Module A: Physical Activity Practicum, students have the
opportunity to participate or specialize in activities of their choice. Students will set
personal goals related to their physical activity plan. These personal goals may focus on
health-related fitness components and/or skill-related fitness components, depending on
the students’ choice of physical activity/sport and ability.

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38  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 GLO 2—Fitness Management

The student will demonstrate the ability to develop and follow a personal fitness plan
for lifelong physical activity and well-being.

Connections to Grade 12 Modules

The specific learning outcomes addressed in Module B: Fitness Management continue to

help students develop a pattern of daily and/or regular participation in physical activities
and develop an understanding of how to acquire/maintain optimal personal health and
fitness. Students will further their understanding of the Stages of Change continuum (i.e.,
pre-contemplation, contemplation, preparation, action, and maintenance stages) through
self-reassessment, and they will use these findings to apply the processes of change in goal
setting. The ultimate goal is for each student to value physical activity as a key component
of health and to take ownership for his or her fitness through regular participation in
physical activity. In the physical activity practicum, Grade 12 students are required to
achieve a minimum of 55 hours of moderate to vigorous physical activity that contributes
to cardiorespiratory endurance plus one or more of the other health-related fitness
components (muscular strength, muscular endurance, and flexibility).

The lessons in Module B: Fitness Management will assist students in setting personal
health and fitness goals for their physical activity practicum. In addition, the topics of
health and fitness consumerism, trends, and misconceptions will aid students in their
decision making as it relates to their physical activity lifestyle choices. For the physical
activity practicum, students will choose safe, ethical, and age/developmentally
appropriate physical activities IN-class or OUT-of-class that will contribute to the goals of
their physical activity plan. The OUT-of-class model provides students with more
opportunity to take responsibility and to be accountable for their participation while
receiving guidance and support from their teacher and parents.

Fitness assessment is optional as part of this curriculum. If teachers and/or students

choose to do fitness assessments, they need to use a humanistic approach that emphasizes
education, prevention, and intervention. Fitness assessment is used to establish personal
goals and to monitor individual progress, rather than to compare one student’s results to
those of others, as in norm-referenced testing.

For more information about fitness assessment, refer to Guidelines for Fitness Assessment in
Manitoba Schools: A Resource for Physical Education/Health Education (Manitoba Education,
Citizenship and Youth), which is available on the CD-ROM that accompanies this
document, as well as online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

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O v e r v i e w  39
 GLO 3—Safety

The student will demonstrate safe and responsible behaviours to manage risks and prevent
injuries in physical activity participation and in daily living.

Connections to Grade 12 Modules

This GLO continues to be emphasized in Module A: Physical Activity Practicum and in

Module B: Fitness Management relative to physical activity participation and in the other
PE/HE modules relative to making safe decisions in daily living. Safety education and
risk management are essential to helping students prevent injury, reduce risks, and avoid
potentially dangerous situations, whether the topic is related to PE or HE.

Students, parents, the school, and the community are all involved in managing risk for the
non-school-based activities that occur during the OUT-of-class component of this course.
Students are provided the opportunity to choose physical activities suited to their own
interests and abilities through the OUT-of-class delivery model. With this choice, students
take more responsibility, along with their parents, for becoming informed about the safe
and responsible behaviours related to the selected physical activities.

Since all physical activity involves an element of risk, teachers, parents, and students have
the responsibility to minimize risks and hazards at all times. Students and parents must
follow the local policy and procedures (i.e., sign-off process) for school-based and non-
school-based OUT-of-class physical activities.

Students will be responsible for demonstrating an awareness of the safe and responsible
behaviours to manage risks and prevent injuries in physical activity participation in
accordance with the following risk factors:
 level of risk of the activity
 level of instruction
 level of supervision
 facilities/environment
 equipment
 clothing/footwear
 environmental factors
 personal and other considerations

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40  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 The OUT-of-Class Safety Handbook provides Physical Activity Safety Checklists to support
the implementation of Module A: Physical Activity Practicum. These checklists are
intended to assist with providing students, teachers, and parents with the necessary safety
information. Note, however, that many of these checklists include risk-management
strategies recommended as minimum standards for participation in what are
predominantly organized programs. Instructors, coaches, or program leaders of OUT-of-
class physical activities may also impose more stringent safety standards. These standards
may vary according to the nature of the activity (e.g., recreational versus competitive).
Any number of variables may increase or decrease the risks involved, such as the
student’s personal experience, skill level and physical condition, the level of intensity of
the activity, as well as the student’s personal behaviour during physical activity
participation.

For more information about safety and specific Physical Activity Safety Checklists, refer to
OUT-of-Class Safety Handbook (Manitoba Education, Citizenship and Youth), which is
available on the CD-ROM that accompanies this document, as well as online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

GLO 4—Personal and Social Management

The student will demonstrate the ability to develop self-understanding, to make

health-enhancing decisions, to work cooperatively and fairly with others, and to build
positive relationships with others.

Connections to Grade 12 Modules

In the Grade 12 curriculum, Module D: Personal and Social Development and Module E:
Healthy Relationships are extensions of the learning outcomes related to the Personal
Development and Social Development strands.

The following personal and social management skills that are identified in the Framework
are reinforced in each module:
 goal-setting/planning skills
 decision-making/problem-solving skills
 interpersonal skills
 conflict-resolution skills
 stress-management skills
For example, goal-setting/planning skills are reinforced in the lessons in Module B:
Fitness Management. Decision-making/problem-solving skills continue to be the
foundation skills emphasized in every module.

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O v e r v i e w  41
 GLO 5—Healthy Lifestyle Practices

The student will demonstrate the ability to make informed decisions for healthy living
related to personal health practices, active living, healthy nutritional practices, substance
use and abuse, and human sexuality.

Connections to Grade 12 Modules

The strands identified for GLO 5 in the Framework, Nutrition, Active Living, and Human
Sexuality. In the Grade 12 curriculum these strands are addressed in Module C: Nutrition,
Module A: Physical Activity Practicum, and Module E: Healthy Relationships,
respectively. The focus continues to be on accessing accurate and useful information and
applying this information to support healthy decision making (e.g., healthy eating).
Learning about the benefits and importance of active healthy lifestyle practices for
prevention of chronic disease or illness is also reinforced. Healthy and unhealthy
relationships are examined with a focus on communication, rights and responsibilities,
and supports and services.

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42  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Planning for Instruction

Planning Guidelines and Tools

The Overview in Senior 1 and Senior 2 Physical Education/Health Education: A Foundation for
Implementation (Manitoba Education, Citizenship and Youth) contains planning guidelines
on various topics for Grades 9 and 10 PE/HE that will also be useful to teachers planning
for IN-class delivery of Grades 11 and 12 PE/HE.

To make this planning information more accessible for teachers to use in the context of the
Grade 12 Active Healthy Lifestyles curriculum, Appendix D: Planning Guidelines for
Physical Education/Health Education provides guidelines and suggestions for the
following areas:
 Part A: Planning for Instruction
 Creating a Meaningful Learning Environment
 Implementation Guidelines for the General Learning Outcomes
 Planning for Students with Exceptional Learning Needs
 Fostering a Safe and Supportive Learning Environment for Potentially Sensitive
Content
 Yearly/Semester Planning
 Unit Planning
 Lesson Planning
 Part B: Planning for Assessment
 Part C: Additional Planning
Teachers may also refer to Appendix G: Common Planning Tools and Forms at the end of
this document. In addition, teachers are encouraged to use the planning tools provided on
the Manitoba Education, Citizenship and Youth website at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

Active Learning Strategies

Many of the instructional and assessment strategies suggested in each module of this
curriculum document are active and/or interactive. They encourage students to
collaborate with their peers, parents, caregivers, Elders, and other adults in their
community. Interaction with others allows students to clarify and explore their own ideas,
expand on what they know, learn from others, challenge each other, and construct new
meanings.

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O v e r v i e w  43
 Teachers are encouraged to use active and/or interactive learning strategies that promote
discussion and health-enhancing decision making and accommodate different learning
approaches (e.g., creating posters or pamphlets, brainstorming, reflection exercises,
debates, drama, songs, videos, interviews, case studies, anonymous question box). The use
of examples of current events from newspapers, magazines, television, radio, and/or
movies also moves the content away from the students themselves and makes certain
issues easier to talk about. Furthermore, brain research supports the benefits of physically
active learning strategies, as physical activity increases the blood flow and oxygen to the
brain.

Refer to Appendix E: Active Learning Strategies for examples of physically active learning
strategies such as Carousel Brainstorming and Scavenger Hunts and interactive learning
strategies such as Jigsaw, Think-Pair-Share, and Think and Link.

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44  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Assessment and Reporting

For the Grades 11 and 12 PE/HE credits, students will be graded for completion of the
courses using complete/incomplete designations and not percentages (Policy Document
14). Therefore, assessment and reporting may look different but the principles and best
practices remain the same.

PE/HE teachers will require multifaceted assessment tools and strategies for a number of
reasons. First, the assessment process must measure the kinesthetic, affective, and
cognitive domains of each student’s learning. Second, the assessment must account for all
students within an inclusive learning environment. Third, as PE/HE in Grades 11 and 12
allows schools to choose an IN-class and/or OUT-of-class implementation model, the
assessment must be adaptable enough to allow for this choice and flexibility. Finally, as
previously stated, schools will report course credits as complete/incomplete instead of as
percentages.

This section on assessment and reporting includes suggested assessment tools and
strategies that will help teachers determine whether or not students provide the evidence
for meeting the expectations of the specific learning outcomes to grant credit in the course.

Suggestions for assessing student achievement of the learning outcomes are also offered in
other departmental documents:
 Kindergarten to Senior 4 Physical Education/Health Education: Manitoba Curriculum
Framework of Outcomes for Active Healthy Lifestyles (Manitoba Education and Training)
 Guidelines for Fitness Assessment in Manitoba Schools: A Resource for Physical
Education/Health Education (Manitoba Education, Citizenship and Youth)
 Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning,
Assessment as Learning, Assessment of Learning (Manitoba Education, Citizenship and
Youth)
 Communicating Student Learning: Guidelines for Schools (Manitoba Education,
Citizenship and Youth)

The discussion that follows synthesizes ideas about assessment from these documents
from the unique perspective of today’s PE/HE classroom. The following are addressed:
 Purposes of Assessment
 Assessment for Learning
 Assessment as Learning
 Assessment of Learning
 Determining Course Completion
 Assessing the Physical Activity Practicum
 Assessing the Core Component
 Assessing the Flexible Delivery Component

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O v e r v i e w  45
 Purposes of Assessment

Rethinking Classroom Assessment with Purpose in Mind (Manitoba Education, Citizenship

and Youth) defines three purposes for assessment: assessment for learning, assessment as
learning, and assessment of learning.

Assessment for Learning

Assessment for learning is designed to give teachers information to differentiate teaching

and learning activities. It acknowledges that individual students learn in idiosyncratic
ways, but also recognizes that there are predictable patterns and pathways that many
students follow. It requires careful design on the part of teachers so that they use the
resulting information to determine not only what students know, but also to gain insights
into how, when, and whether students apply what they know. Teachers can also use this
information to streamline and target instruction and resources, and to provide feedback to
students to help them advance their learning.

Research has clearly demonstrated that student achievement increases when teachers
increase the amount of descriptive feedback on student performance (Black and Wiliam).
In the Grades 11 and 12 PE/HE courses, students will benefit from such feedback from
teachers during conferencing, coaching sessions, and classroom observations.

Assessment for learning occurs throughout the learning process. It is interactive, with
teachers
 aligning instruction with the targeted learning outcomes
 identifying particular learning needs of individual students or groups
 selecting and adapting materials and resources
 creating differentiated teaching strategies and learning opportunities for helping
individual students move forward in their learning
 providing immediate feedback and direction to students

Assessment as Learning

Assessment as learning is a process of developing and supporting metacognition for

students. It focuses on the role of the students as the critical connector between assessment
and learning. When students are active, engaged, and critical assessors, they make sense
of information, relate it to prior knowledge, and use it for new learning. This is the
regulatory process in metacognition. It occurs when students monitor their own learning
and use the feedback from this monitoring to make adjustments, adaptations, and even
major changes in what they understand.

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46  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Black and Wiliam showed that student achievement increased when they were more
involved in their own assessment. Reflection, using tools such as goal setting, weekly
physical activity reflections, and self-assessment/peer assessment, will increase the
chances of student success.

The teacher’s role in promoting the development of independent learners through

assessment as learning is to
 model and teach the skills of self-assessment
 guide students in setting goals, and monitoring their progress toward reaching them
 provide exemplars and models of good practice and quality work that reflect
curriculum outcomes
 work with students to develop clear criteria of good practice
 guide students in developing internal feedback or self-monitoring mechanisms to
validate and question their own thinking, and to become comfortable with the
ambiguity and uncertainty that is inevitable in learning anything new
 provide regular and challenging opportunities to practise, so that students can become
confident, competent self-assessors
 monitor students’ metacognitive processes as well as their learning, and provide
descriptive feedback
 create an environment where it is safe for students to take chances and where support
is readily available
 set realistic goals (SMART goals: specific, measurable, attainable, realistic, and time
framed—refer to Module B, Lesson 1)

The gradual increase of student responsibility for assessment is part of developing

students’ autonomy as lifelong learners. The goal is to decrease students’ dependence both
on the teacher’s comments for direction in learning and on their marks for validation of
their accomplishments. This is paramount if students are to take responsibility for their
own physical fitness and designing an exercise program that suits their lifestyle and time
commitments.

Below are some suggestions for increasing students’ role in assessment:

 Encourage students to suggest alternative assignments to demonstrate their
learning.
 Involve students in developing scoring rubrics.
A class preparing oral presentations, for example, may develop a rubric in several
stages:
 brainstorm ideas on the qualities of an effective presentation
 refine the criteria after viewing a simulated or videotaped presentation
 list the criteria in order of priority and assign values

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O v e r v i e w  47
  Use assessment tools for student reflection and self-assessment at every
opportunity.
Assessment tools may include
 learning logs
 statement of goals
 self-reflective captions on portfolio items
 self-assessment rubrics
(See Appendix F: Sample Assessment Tools and Checklists.)

 Remove the mystery from assessment by using “backward design.”

Wiggins and McTighe’s “backward design” model identifies three distinct but related
stages:
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences and instruction.

It is important to plan assessments before teaching. It is necessary to communicate

course completion expectations to students and parents at the beginning of each term.
This helps ensure that students understand precisely what products and performances
they are accountable for producing as evidence of learning; it also encourages parents
to provide support and encouragement to increase the likelihood that these
assessment components are completed and submitted on time.

Assessment of Learning

Assessment of learning is summative in nature and is used to confirm what students know
and can do, and, occasionally, to show how they are placed in relation to others. Teachers
concentrate on ensuring that they have used assessment evidence to provide accurate and
sound statements of students’ proficiency.

Assessment of learning refers to strategies designed to confirm what students know,

demonstrate whether or not they have met curriculum outcomes or the goals of their
individualized programs, or to certify proficiency and make decisions about students’
future programs or placements. It provides evidence of students’ achievement to parents,
other educators, the students themselves, and sometimes to outside groups (e.g.,
employers, other educational institutions). Assessment of learning is the assessment that
becomes public and results in statements or symbols about how well students are
learning. It often contributes to pivotal decisions that will affect students’ futures. It is
important, then, that the underlying logic and measurement of assessment of learning be
credible and defensible.

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48  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Due to the nature of experiential learning in PE, self-reflection and self-assessment are an
important part of the assessment of learning process. Students need to understand the
importance of monitoring their own progress as they work towards, for example, meeting
the fitness goals set in the physical activity plan. Because the consequences of assessment
of learning are often far-reaching and affect students seriously, teachers have the
responsibility of reporting student learning accurately and fairly, based on the most recent
evidence obtained from a variety of contexts and applications.

Effective assessment of learning requires that teachers provide

 a rationale for undertaking a particular assessment of learning at a particular point in
time
 clear descriptions of the intended learning
 processes that make it possible for students to demonstrate their competence and skill
 a range of alternative mechanisms for assessing the same learning outcomes
 public and defensible reference points for making judgements
 transparent approaches to interpretation
 descriptions of the assessment process
 strategies for recourse in the event of disagreement about the decisions
With the help of their teachers, students can look forward to assessment of learning tasks
as occasions to show completion, competence, as well as the depth and breadth of their
learning.

Determining Course Completion

Students in Grades 11 and 12 are assessed for completion of the PE/HE courses using
complete and incomplete designations, not percentage grades. A complete designation
indicates the student has demonstrated achievement of the learning outcomes through
completion of learning experiences based on the selected criteria and expectations
outlined by the teacher. Teachers are responsible for assessing and reporting PE/HE
credits based on locally developed policy.

Assessment instruments such as portfolios, teacher observations and anecdotal records,

and performance-based tests and examinations can be used to evaluate what students
know and are able to do in a variety of contexts. (Sample checklists and tracking forms are
provided in Appendix F: Sample Assessment Tools and Checklists.)

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O v e r v i e w  49
 The variety of methods available for collecting, interpreting, and reporting information
about what students know and can do is endless, and many excellent resources are
available for teachers. Although some methods have come to be associated with
assessment during instruction and learning, and others with assessment at the end of a
unit or term, a variety of methods can be used for all three purposes: assessment for
learning, assessment as learning, and assessment of learning. What is important is that
teachers first clarify the purpose of assessment and then select the method that best serves
the purpose in the particular context.

Assessing the Physical Activity Practicum

Each student is required to participate in a physical activity practicum. Students must

complete a minimum of 55 hours of physical activity participation at a moderate to
vigorous intensity level over a period of time that contributes to cardiorespiratory
endurance plus one or more of the other health-related fitness components (muscular
strength, muscular endurance, and flexibility) (Policy Document 5).

As part of the assessment of this physical activity practicum, students must submit a
personal fitness portfolio as evidence of their completion of the physical activity
practicum. This personal fitness portfolio may contain elements such as a fitness plan, a
physical activity log, journal entries, and personal reflections (Policy Document 14).

The purpose of the personal fitness portfolio is to show evidence of the students taking
ownership for their physical fitness through personal planning and participating in
physical activity. The planning will be related to personal goal setting and analysis, as
well as safety and risk management. The personal fitness portfolio would contain the
evidence to demonstrate the achievement of learning outcomes for active healthy
lifestyles. The main focus of the planning is physical activity involvement, but other health
issues could be integrated as well.

The following elements are recommended to use as evidence of student learning for the
personal fitness portfolio:
1. physical activity plan (includes personal goals)
2. safety and risk-management plan (includes appropriate safety checklists and safety
form)
3. Parent and Student Declaration and Consent Forms
4. physical activity log (a record of a minimum of 55 hours of moderate to vigorous
physical activity that is safe, ethical, and age/developmentally appropriate)
5. fitness portfolio reflections (recorded regularly)

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50  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Teachers are responsible for assessing and reporting PE/HE credits. Assigned teachers
would be required to approve appropriateness of the personal fitness portfolio items
based on locally developed criteria before authorizing their implementation.

It is up to individual teachers to decide on the format for the student presentation of the
personal fitness portfolio. For example, teachers may wish to have students present their
personal fitness portfolios in one of the following ways:
 at a Portfolio Fair organized by teachers
 as a student presentation (participants invited by the student presenting)
 in an electronic/multimedia format
 in a student-teacher conference
The learning outcomes that must be assessed are related primarily to the following
general learning outcomes (GLOs):
 GLO 1—Movement
 GLO 2—Fitness Management
 GLO 3—Safety
The following chart provides suggested elements and criteria for completion of the
Physical Activity Practicum module. For each of the identified learning outcomes, the
chart provides suggested instructional/assessment strategies as well as guiding questions
for criteria development. These, in turn, would become the elements and criteria that
could be considered as evidence for student achievement of the learning outcomes
specifically related to the physical activity plan, safety and risk-management plan, sign-off
forms, physical activity log, and portfolio reflections. The Resource Masters (RMs) cited in
the chart are provided in the Resource Masters section of this document.

Details about how to implement the physical activity practicum are contained in
Module A: Physical Activity Practicum.

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O v e r v i e w  51
 Suggested Elements and Criteria for Completion of the
Physical Activity Practicum
Specific Learning Outcomes Evidence Questions to Guide
(Examples from Assessment
Module)
Module A: Physical Activity Practicum (PA)
12.PA.1 Demonstrate appropriate critical thinking, RM 1–PA Can the student design a
planning, and decision-making skills in the RM 2–PA physical activity plan that
development and implementation of a personal adheres to the course
physical activity plan that is safe and ethical and requirements and, at the
contributes to personal health and fitness goals. same time, achieve the
personal goals set by the
student?
12.PA.2 Demonstrate understanding of the risk- RM 4–PA Can the student
management process and responsibilities related acknowledge his or her
to physical activity participation. responsibility in participating
in activities that are safe?

12.PA.3 Demonstrate the ability to access and use RM 4–PA Can the student discuss
information for making informed decisions about various ways of accessing
safety and risk management related to physical information pertinent to his
activity participation. or her safety within the
Includes: level of instruction, level of school and the community?
supervision, facilities/environment, equipment,
clothing/footwear, and personal and other
considerations
12.PA.4 Apply movement skills and concepts in a variety RM 7–PA Can the student
of selected physical activities that meet the goals appropriately link his or her
of a personal physical activity plan. goals to the activities he or
she has chosen?
12.PA.5 Participate in physical activities at a moderate to RM 7–PA Does the student
vigorous intensity level. demonstrate understanding
of what moderate to
vigorous physical activity
looks and feels like?
12.PA.6 Record and report the frequency, intensity, time, RM 7–PA Can the student keep
and type of the physical activities, as indicated in accurate and up-to-date
the personal physical activity plan. information on his or her
progress with the personal
physical activity plan?

12.PA.7 Reflect on physical and emotional responses RM 7–PA Can the student write about
to and influences on physical activity or discuss in detail the
participation. impact of physical activity on
his or her physical and
emotional well-being?

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52  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Assessing the Core Component

The Core Component modules for the Grade 12 Active Healthy Lifestyles are as follows:
 Module B: Fitness Management
 Module C: Nutrition
 Module D: Personal and Social Development
 Module E: Healthy Relationships
The learning outcomes that must be assessed are related primarily to the following GLOs:
 GLO 2—Fitness Management
 GLO 3—Safety
 GLO 4—Personal and Social Management
 GLO 5—Healthy Lifestyle Practices
The following chart identifies the specific learning outcomes and examples of
instructional/assessment strategies that are contained in the Core Component modules.
Guiding questions for assessment are also identified for each learning outcome. These
strategies and questions become the elements and criteria that could be considered as
evidence for student achievement of the learning outcomes. The RMs cited in the chart are
provided in the Resource Masters section of this document.

Teachers may choose to use a portfolio for the entire course (including Modules A to E) or
they may choose to use alternative assessment tools for Modules B to E. A Sample
Portfolio Rubric is provided in Appendix F: Sample Assessment Tools and Checklists.
This sample rubric could be used for the personal fitness portfolio, a course portfolio, or
both.

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O v e r v i e w  53
 Suggested Elements and Criteria for Completion of the
Core Component Modules
Specific Learning Outcomes Evidence Questions to Guide
(Examples from Assessment
Modules)
Module B: Fitness Management (FM)
12.FM.1 Examine the goal-setting process as a means of RM 1–FM Can the student use the
improving physical fitness and/or health goal-setting model to
behaviours. critically analyze progress
with his or her physical
activity plan?
12.FM.2 Identify, implement, and revise personal goals RM 3–FM Can the student recognize
for healthy lifestyle practices, including physical RM 4–FM whether personal goals are
activity participation. in need of revision?
12.FM.3 Examine current trends in health and fitness. Trend Predictions Can the student articulate
and Analysis current trends in health and
(Lesson 2) fitness using both media and
research?
12.FM.4 Demonstrate understanding of fitness myths and RM 5–FM Can the student recognize
misconceptions and how they are used in the difference between
advertising. “gimmicks” and
misinformation and the truth
about being physically fit?
12.FM.5 Examine the methods advertisers use to promote Ad Analysis Can the student identify the
and sell exercise, fitness, and health products (Lesson 4) “tricks” advertisers use to
and services. convince consumers to buy
fitness and health products
and/or to use suggested
fitness equipment?
12.FM.6 Examine influences on the decisions that fitness Think-Pair-Share Can the student indentify
consumers make related to fitness products and why people buy fitness
services. and/or health products when
many of them have not
been proven to be effective?

12.FM.7 Analyze key factors to be considered when Evaluating a Fitness Can the student articulate
purchasing fitness products and/or services. Centre what he or she needs to do
(Lesson 5) and/or know before buying
Advertising an Ideal a piece of fitness equipment
Fitness Centre or joining a health
(Lesson 5) club/gym?

Continued

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54  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Suggested Elements and Criteria for Completion of the
Core Component Modules (Continued)
Specific Learning Outcomes Evidence Questions to Guide
(Examples from Assessment
Modules)
Module C: Nutrition (NU)
12.NU.1 Demonstrate understanding of the difference RM 1–NU Can the student identify strategies
between a portion of food and a Food Guide Food Group Servings to demonstrate the difference
Serving. Are Not as Big as between portions and servings of
You Think food according to Canada’s Food
Guide?
(Lesson 1)
12.NU.2 Evaluate personal food intake using Eating RM 3–NU Can the student critically analyze
Well with Canada’s Food Guide. his or her food intake and make
suggestions for improvement?

12.NU.3 Demonstrate understanding of the relationship Energy Expenditure of Can the student demonstrate the
between the energy spent in physical activity Physical Activities relationship between physical
and healthy weight. (Lesson 2) activity levels and healthy weight?
12.NU.4 Demonstrate the ability to estimate daily RM 6–NU Can the student use a heart-rate
energy expenditure by analyzing personal monitor/pedometer, other forms of
physical activity participation. technology, and/or appropriate
activity charts to determine his or
her daily energy expenditure?
12.NU.5 Explain factors that contribute to energy RM 8–NU Can the student articulate how his
balance and healthy weight. or her weight is affected by energy
input and output?
12.NU.6 Examine the relationship between maintaining Sugar Surprise: Can the student distinguish which
healthy weight and the consumption of How Many Cubes? foods will help or hinder his or her
specific food substances. (Lesson 3) ability to maintain a healthy
Includes: sugar and fat RM 7–NU weight?
12.NU.7 Demonstrate strategies for making decisions RM 9–NU How well does the student
about food and activity choices that contribute understand the relationship
to good health and healthy weight. between food intake, activity
choices, and healthy weight?
12.NU.8 Examine the causes and symptoms of food- What’s Bugging You? Can the student identify ways of
borne illness (food poisoning) and (Lesson 4) ensuring that food is prepared
demonstrate understanding of ways to RM 11–NU properly and is fit for human
minimize the risk of food poisoning. consumption?
12.NU.9 Demonstrate understanding of food Food Advertising Can the student articulate some of
advertising and marketing strategies and their Strategies—Journal the misconceptions about foods
impact on food purchases. Entry, Brainstorming that are “considered” healthy?
(Lesson 5)
12.NU.10 Demonstrate understanding of how food and RM 13–NU Can the student research and
nutrition myths and misconceptions can affect report on various food and nutrition
day-to-day physical activity participation and myths and misconceptions and
sport performance and overall health. their impact on physical activity
levels and overall health?

Continued

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O v e r v i e w  55
 Suggested Elements and Criteria for Completion of the
Core Component Modules (Continued)
Specific Learning Outcomes Evidence Questions to Guide
(Examples from Assessment
Modules)
Module D: Personal and Social Development (PS)
12.PS.1 Demonstrate understanding of the Think-Pair-Share Can the student identify the
characteristics and development of effective Brainstorming characteristics of an
teams. effective team and explain
how effective teams
develop?
12.PS.2 Explore and identify the various roles and skills Predicting Team Roles Can the student articulate
of team members in building effective teams. (Lesson 2) what an “effective” team is
and how it is formed?
12.PS.3 Examine the characteristics of effective team Think-Pair-Share Can the student explain
leaders and their impact on team RM 2–PS what effective leadership
development. looks like and how it may
RM 3–PS
affect a team?
Module E: Healthy Relationships (HR)
12.HR.1 Demonstrate understanding of the RM 1–HR Can the student discuss the
characteristics of healthy and unhealthy characteristics of, and
relationships, and discuss factors that might factors that contribute to,
influence their development. healthy and unhealthy
relationships?
12.HR.2 Demonstrate understanding of effective How Do I Say It? Can the student discuss
communication within a relationship and the (Lesson 1) appropriate use of
potential impact of technology on Breaking up is Hard technology (e.g., texting,
communication within a relationship. to Do email, Facebook, MySpace,
(Lesson 3) MSN) with respect to
effective communication in a
relationship?
12.HR.3 Examine rights and responsibilities of RM 3–HR Can the student articulate
individuals in relationships, and explore how his or her own rights and
respecting these rights and responsibilities responsibilities as they apply
may affect the development of relationships. to relationships?
12.HR.4 Apply problem-solving and decision-making RM 4–HR Can the student
strategies to identify and prevent the Relation Shifts demonstrate problem-
development of abusive relationships and/or to (Lesson 3) solving and decision-making
end unwanted relationships. strategies effectively in
problematic relationship
situations?
12.HR.5 Apply problem-solving and decision-making Community Supports Does the student
strategies to recognize unhealthy relationships, and Services demonstrate understanding
and identify community supports and services (Lesson 4) of how to access community
to assist in the healthy resolution of supports and services in
relationship issues. dealing with an unhealthy
relationship?

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56  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Assessing the Flexible Delivery Component

For schools offering a Flexible Delivery Component of the PE/HE curriculum, it is the
responsibility of the teacher and/or student to expand on or to develop the student
learning outcomes. It is also the responsibility of the teacher and/or student to identify
how these learning outcomes will be assessed.

For more information related to the Flexible Delivery Component, refer to Guidelines for
Implementation in the Overview of Grade 12 Active Healthy Lifestyles.

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O v e r v i e w  57
MODULES FOR PHYSICAL
ACTIVITY PRACTICUM AND
CORE COMPONENT

Introduction

Module A: Physical Activity Practicum

Module B: Fitness Management

Module C: Nutrition

Module D: Personal and Social Development

Module E: Healthy Relationships

MODULES FOR PHYSICAL ACTIVITY
PRACTICUM AND CORE COMPONENT

Introduction

This section contains the modules and lessons for the Physical Activity Practicum and the
Core Component of the Grade 12 Active Healthy Lifestyles curriculum.

The modules are units of instruction developed for a specific strand and/or component of
the curriculum. Each module presents lessons that identify the specific learning outcomes,
key understandings, and essential questions, provide background information, offer
suggestions for instruction/assessment, and present references to assist teachers with
planning for instruction. Many references are websites, which are hyperlinked on the
CD-ROM and online versions of the document. The Resource Masters referred to in the
lessons are provided in the Resource Masters section of the document.

Teachers may use the sample lessons and/or adjust them as locally determined. All
modules are available in Word format.

NOTE ABOUT COPYRIGHT

Please note that this document contains copyright-protected materials (images and text) that have
been reproduced or adapted from a variety of other sources. Manitoba Education, Citizenship and
Youth has obtained permission to use these materials in this document and has made every effort to
acknowledge the original sources. These materials should not be extracted, accessed, reproduced, or
adapted for any purpose other than for their intended educational use in this document.

Guide to Reading the Modules and Lessons

Module Organization and Codes

Each module begins with an Introduction that gives an overview of the context and focus
of the lessons to follow.

The following codes are used for the respective modules:

PA Physical Activity Practicum (Module A)
FM Fitness Management (Module B)
NU Nutrition (Module C)
PS Personal and Social Development (Module D)
HR Healthy Relationships (Module E)

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61
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 Lesson Organization and Codes

Each module presents lessons that include the components and codes described below.

________________________________________________________________________________

Introduction
NOTE TO TEACHER
The Introduction provides teachers with
information about the lesson content and Notes are used to draw attention to specific
aspects of a lesson, such as treatment of
about what students are expected to do.
potentially sensitive content, cautions, definition
of terms, and other important information.

________________________________________________________________________________

Specific Learning Outcomes

Specific learning outcome (SLO) statements define what students are expected to achieve
by the end of the grade.

A code is used to identify each SLO by grade and module, as shown in the following
example:
12.PA.1 The first two numbers refer to the grade (Grade 12).
The two letters refer to the module (Physical Activity Practicum).
The last digit indicates the specific learning outcome number.
________________________________________________________________________________

Key Understandings

These are the core concepts, principles, theories, and processes that students will
understand and be able to use.
______________________________________ NOTE TO TEACHER
The lessons in Module A do not include Key
Essential Questions
Understandings or Essential Questions. The
purpose of these lessons is to assist teachers
These are the questions that students will with the process of getting students started on
be able to answer after participating in the their physical activity practicum.
learning experiences in the lessons.
________________________________________________________________________________

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62  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Background Information

This information is intended to be used by teachers to develop the student learning

experiences and depth of content for each lesson.
________________________________________________________________________________

Suggestion for Instruction / Assessment

The suggested learning activities give students a practical way of exploring the lesson
content and demonstrating their understanding of the essential learning of each lesson.
________________________________________________________________________________

REFERENCES
Many references are provided to assist teachers with planning for instruction.
In the print version of the document, the website addresses are provided to enable teachers
to perform personal searches. On the CD-ROM and online versions of the document, the
website references are hyperlinked.
When a website is referenced in a module, it is linked to a page on the Manitoba Education,
Citizenship and Youth website where the hyperlinks are active. When accessing websites
online or when using the CD-ROM, users will see the following message and can click on the
website address:
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.
Those using the print version of the document will need to key in the Department’s website
address. This address goes to a master list of websites referenced for each module so that
the references can be updated as needed.
Any websites referenced in this document are subject to change. Educators are advised to
preview and evaluate websites and online resources before recommending them for student
use.

________________________________________________________________________________

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63
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 Resource Masters (RMs)

Many lessons refer to RMs, which can be found in the Resource Masters section of the
document. The RMs are intended to provide teachers and/or students with additional
information to support and enhance student learning and assessment.

The RMs are numbered sequentially to correspond with the order in which they are cited
within the respective modules, using the code shown in the following example:

Refer to RM 1–PA: Personal Physical Activity Inventory: Current Participation.

RM 1–PA RM refers to Resource Master.

The number refers to the sequence of RMs within the module (i.e.,
this is the first RM within the module).
The last two letters refer to the module (Physical Activity
Practicum).
A list of the RMs provided in this document follows. Some RMs are available in both
Word and Excel formats.
________________________________________________________________________________

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64  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 List of Resource Masters
Module A
Lesson 1 RM 1–PA: Personal Physical Activity Inventory: Current Participation (Word and Excel)
RM 2–PA: Personal Physical activity Inventory: Choices for an Active Life
Lesson 2 RM 3–PA: Physical Activity Inventory (Word and Excel)
RM 4–PA: Risk-Management Plan
Lesson 3 RM 5–PA: Personal Physical Activity Plan
RM 6–PA: Sample Cover Letter for Physical Activity Practicum
RM 7–PA: Physical Activity Log (Word and Excel)
RM 8–PA: Sample Sign-off Form for Completion of OUT-of-Class Physical Activity Practicum (Form for
Parent/Guardian)
RM 9–PA: Sample Sign-off Form for Completion of OUT-of-Class Physical Activity Practicum (Form for Authorized
Adult)
Module B
Lesson 1 RM 1–FM: Physical Activity Experiences: Review and Reflection Questionnaire
RM 2–FM: Strategies for Change
RM 3–FM: Steps to Goal Setting
RM 4–FM: Goal Manager (Excel)
Lesson 2
Lesson 3 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
Lesson 4
Lesson 5
Module C
Lesson 1 RM 1–NU: Food Guide Servings Analyzer (and Answer Key)
RM 2–NU: A Guide to Food Guide Serving Sizes
RM 3–NU: How Do I Measure Up?
Lesson 2 RM 4–NU: Resting Metabolic Rate (RMR) Calculator (Excel)
RM 5–NU: Energy Expenditure of Physical Activities (Excel)
RM 6–NU: Determining Daily Physical Activity Intensities
Lesson 3 RM 7–NU: Find the Fat
RM 8–NU: Some Lifestyle Choices Lead to an Energy Imbalance—How Does It Happen?
RM 9–NU: My Lifestyle Choices and Energy Balance
Lesson 4 RM 10–NU: Safe Food Guidelines
RM 11–NU: Food Safety Errors: Case Studies (and Answer Key)
Lesson 5 RM 12–NU: Food Label Dictionary
Lesson 6 RM 13–NU: Sport Nutrition Investigation: Myth or Fact?
Module D
Lesson 1
Lesson 2 RM 1–PS: Process Observation Report Form
Lesson 3 RM 2–PS: Leadership Questionnaire
RM 3–PS: Survival Game Questionnaire (and Interpretation of Results)
Module E
Lesson 1 RM 1–HR: Relationship Values
RM 2–HR: Reflecting on Relationships
Lesson 2 RM 3–HR: Bill of Rights and Responsibilities
Lesson 3 RM 4–HR: Troubles in Paradise
RM 5–HR: Relation Shifts: Case Study
RM 6–HR: Assertive Communication Tips
Lesson 4

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MODULE A:
PHYSICAL ACTIVITY PRACTICUM

Specific Learning Outcomes

Introduction

Lesson 1: Personal Physical Activity Inventory

Lesson 2: Safety and Risk-Management Planning

Lesson 3: Implementing the Physical Activity Plan

MODULE A: PHYSICAL ACTIVITY PRACTICUM

Specific Learning Outcomes

12.PA.1 Demonstrate appropriate critical thinking, planning, and decision-making

skills in the development and implementation of a personal physical activity
plan that is safe and ethical and contributes to personal health and fitness
goals.

12.PA.2 Demonstrate understanding of the risk-management process and

responsibilities related to physical activity participation.

12.PA.3 Demonstrate the ability to access and use information for making informed
decisions about safety and risk management related to physical activity
participation.
Includes: level of instruction, level of supervision, facilities/environment,
equipment, clothing/footwear, and personal and other considerations

12.PA.4 Apply movement skills and concepts in a variety of selected physical

activities that meet the goals of a personal physical activity plan.

12.PA.5 Participate in physical activities at a moderate to vigorous intensity level.

12.PA.6 Record and report the frequency, intensity, time, and type of the physical
activities, as indicated in the personal physical activity plan.
12.PA.7 Reflect on physical and emotional responses to and influences on physical
activity participation.
MODULE A: PHYSICAL ACTIVITY PRACTICUM

Introduction
NOTE TO TEACHER
The Grade 12 Active Healthy Lifestyles course
The lessons in Module A do not
builds on the Grade 11 course. It focuses on physical include Key Understandings or
activity participation and fitness development, as Essential Questions. The purpose
well as on healthy eating, personal development, of these lessons is to assist teachers
and healthy relationships that support an active with the process of getting students
healthy lifestyle. started on their physical activity
practicum.
Individuals who believe in the value of and lead an
active healthy lifestyle recognize its importance to overall health and well-being and make
decisions that support and enhance this way of living. For these individuals, leading an
active healthy lifestyle includes making purposeful choices every day about participating in
physical activities, eating nutritious foods, and practising other health-enhancing
behaviours. Engaging in an active healthy lifestyle promotes physical, mental, and
emotional development, which, in turn, contributes to healthy relationships with others.

In this module students learn to analyze their own situations and make decisions about how
to become more physically active or how to maintain their current level of physical activity
participation in order to realize improvements in personal health and fitness. As part of the
physical activity practicum, students develop their own physical activity plan, based on
their interests. They are encouraged to seek out ways to become more active by engaging in
a greater variety of activities that may include daily living activities, recreation, or sports.
They also develop a deeper understanding of the importance and process of risk
management related to safe and appropriate participation in physical activity.

Once the physical activity practicum is initiated, students begin to record their activities and
reflect on any aspect of their day that may have affected their activity decisions. They are
also encouraged to indicate their state of mind regarding their health and physical activity
participation as the course progresses. The completed record will serve as a major
component of the course requirements.

Module A: Physical Activity Practicum contains three lessons:

 Lesson 1: Personal Physical Activity Inventory
 Lesson 2: Safety and Risk-Management Planning
 Lesson 3: Implementing the Physical Activity Plan
Resources to support the lessons are provided in the Resource Masters section of this
document.

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M o d u l e A , I n t r o d u c t i o n  69
Lesson 1: Personal Physical Activity Inventory

Introduction

In this lesson students reflect on their understanding of an active healthy lifestyle. They
also reflect on their own physical activity situation and what is required of them to meet
the requirements for the physical activity practicum.
________________________________________________________________________________

Specific Learning Outcome

12.PA.1 Demonstrate appropriate critical thinking, planning, and decision-making

skills in the development and implementation of a personal physical activity
plan that is safe and ethical and contributes to personal health and fitness
goals.
________________________________________________________________________________

Background Information

Purpose of Physical Activity Practicum

Manitobans are concerned with the health of children and youth, specifically in the areas
of nutrition, physical activity, and injury prevention. The purpose of the physical activity
practicum is to assist students in “taking greater ownership for their own physical fitness,
promote the discovery of activities suited to their own individual interests, and encourage
active lifestyles that persist into their futures” (as recommended by the Healthy Kids,
Healthy Futures All-Party Task Force in Healthy Kids, Healthy Futures: Task Force Report
25). Students will be provided with tools and strategies that will help them in this
process.

REFERENCE
For additional information, refer to the following report:
Healthy Kids, Healthy Futures All-Party Task Force. Healthy Kids, Healthy Futures: Task
Force Report. Winnipeg, MB: Manitoba Healthy Living, June 2005. Available online at
<www.gov.mb.ca/healthykids/>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth>.

_____________________________________________________________________________
M o d u l e A , L e s s o n 1  71
 Requirements for Physical Activity Practicum

The Grade 12 Active Healthy Lifestyles course requires students to demonstrate

achievement of learning outcomes in the three course components, Physical Activity
Practicum, Core Component, and Flexible Delivery Component, as applicable.
To satisfy the requirements for the
physical activity practicum, all NOTE TO TEACHER
students must meet the following Identify for students exactly how this course is to be
criteria, as identified in delivered, when classes are scheduled, and when students
Implementation of Grades 11 and 12 are to meet individually with the teacher. Clarify for students
Physical Education/Health Education: the IN/OUT-of-class implementation model that is being
A Policy Document (Manitoba offered in the school. For example,
 100% IN model
Education, Citizenship and Youth),
 75% IN / 25% OUT model
regardless of whether the course is
 50% IN / 50% OUT model
implemented according to the  25% IN / 75% OUT model
IN-class model and/or the  combination of the above
OUT-of-class model. (Further For the purpose of the lessons in Module A, the suggested
information is provided in steps/procedures for developing the physical activity
subsequent lessons.) practicum are related to schools that have some percentage
of an OUT-of-class component.

Criteria for Physical Activity Practicum

 Students must complete a

minimum of 55 hours of NOTE TO TEACHER
physical activity participation
The number of hours required for the physical activity
over a period of time (e.g., a practicum may be greater, depending on the
minimum of 11 hours per month implementation model chosen by the school. If the number
per semester) that contributes to of hours required for the physical activity practicum is
cardiorespiratory endurance at a greater than 55 hours, the teacher and/or student could
moderate to vigorous intensity determine the criterion for the additional time.
level plus one or more of the
other health-related fitness components (muscular strength, muscular endurance, and
flexibility).
 The selected physical activities must be safe, ethical, and age/developmentally
appropriate, and they may include
 school-based physical activities (e.g., physical education classes, interschool
sports, intramural programming, special events, regularly scheduled activity
offerings such as a morning running club)
 non-school-based physical activities (e.g., community-based sports programming
such as a hockey team, fitness club, aerobics classes, weight training, special-
interest club such as karate, home-based exercise or fitness development such as
jogging, television or video exercise programs, family/church/community-
organized activities)

_____________________________________________________________________________
72  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Students must address risk-management measures for their selected physical
activities.
 Forms must be completed prior to students’ participation in the physical activity
practicum and upon its completion:
 Pre-Sign-off Form: Before students begin the physical activity practicum, a
Declaration and Consent Form must be signed. For a student under 18 years of
age, the form must be signed by his or her parent and by the student. For a student
18 or over, the form must be signed by the student.
 Post-Sign-off Form: To verify that students have participated in and accurately
recorded their participation in the physical activity practicum, a form must be
signed by the parent for students under 18 or by the parent/authorized adult for
students 18 and over.
 Students are required to submit a personal
fitness portfolio as evidence of their NOTE TO TEACHER
completion of the physical activity It is crucial to plan ahead and identify all
practicum. The personal fitness portfolio the required components of the personal
may contain elements such as the following: fitness portfolio. The creation of a checklist
for the teacher and student would be
 physical activity plan (includes useful.
personal goals)
 safety and risk-management plan (includes appropriate safety checklists and
safety form)
 Parent and Student Declaration and Consent Forms
 physical activity log (a record of a minimum of 55 hours of moderate to vigorous
physical activity that is safe, ethical, and age/developmentally appropriate)
 fitness portfolio reflections (recorded regularly)

Other Considerations

As indicated above, the minimum number of hours required for the physical activity
practicum is 55 hours, and physical activity participation within this time must be at the
moderate to vigorous intensity level. For some students who are at the pre-contemplation,
contemplation, or preparation stage of the States of Change continuum (see Module B,
Lesson 1), a minimum of 55 hours of physical activity participation may seem
overwhelming. However, students will find that, with planning on their part and
assistance from the teacher, this requirement can be met. It is important to be mindful of
each student’s prior experiences and starting point when providing assistance.

_____________________________________________________________________________
M o d u l e A , L e s s o n 1  73
 According to Canada’s Physical Activity Guide for Youth (Public Health Agency of Canada),
youth should accumulate 90 minutes of physical activity every day to stay healthy or to
improve health. Of the 90 minutes of physical activity, 30 minutes should be of vigorous
intensity and 60 minutes should be of moderate intensity. This activity does not have to
come from one bout of exercise, but can be accumulated from brief intervals throughout
the day (e.g., climbing stairs, walking to and from school). When comparing these
guidelines to the minimum requirements for the physical activity practicum, it becomes
evident that the requirements are fair and realistic.

It is important to break down the requirement of a minimum of 55 hours of physical

activity participation for the physical activity practicum in a manner that is realistic and
manageable for students. For example,
 55 hours over 1 semester = approximately 11 hours per month
 11 hours per month = approximately 3 hours per week
 3 hours per week = approximately 25 minutes per day
Also point out that if students meet only the minimum requirements for the physical
activity practicum, they would not meet the daily physical activity requirements, as
recommended in Canada’s Physical Activity Guide for Youth.

The other significant criterion for the physical activity practicum is that the minimum of
55 hours of physical activity must be at the moderate to vigorous intensity level:
 Moderate activities are physical activities that cause breathing and heart rate to
increase. People engaging in moderate activities can hear themselves breathe, but they
can still talk.
 Vigorous activities are physical activities that cause breathing and heart rate to
increase to a higher level, and it would be difficult to talk.

For further information on planning for physical fitness development, review Module B,
Lesson 6, of Grade 11 Active Healthy Lifestyles.

_____________________________________________________________________________
74  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 REFERENCES
For additional information, refer to the following resources:
Manitoba Education, Citizenship and Youth. Grade 11 Active Healthy Lifestyles: Manitoba
Physical Education/Health Education Curriculum Framework of Outcomes and A
Foundation for Implementation. Winnipeg, MB: Manitoba Education, Citizenship and
Youth, 2008. Available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.
---. Implementation of Grades 11 and 12 Physical Education/Health Education: A Policy
Document. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2007. Available
online at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.
---. OUT-of-Class Safety Handbook: A Resource for Grades 9 to 12 Physical Education/Health
Education. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2008. Available
online at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.
Public Health Agency of Canada. Canada’s Physical Activity Guide for Youth. Ottawa, ON:
Public Health Agency of Canada, 2002. Available online at <www.phac-aspc.gc.ca/pau-
uap/fitness/downloads.html>.
To view a list of physical activities by intensity level (i.e., light, moderate, vigorous), refer to
the following website:
Capital Health. Activity Intensity Classification. Your Health.
<www.capitalhealth.ca/EspeciallyFor/WeightWise/Activity Intensity Classifications.htm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Physical Activity Recall

To develop a realistic and manageable plan for their
physical activity practicum, students need to reflect NOTE TO TEACHER
on and analyze their current physical activity Physical activity is defined as “all forms
situation. of large-muscle movement, including
sports, dance, games, walking, and
Ask students to think about what physical activities exercise for fitness and physical well-
they are currently engaging in. Using RM 1–PA, being. It may also include physical
students identify the physical activities they therapy or mobility training for students
with special needs” (Manitoba
participate in regularly during a one-week period, Education, Citizenship and Youth,
and indicate the frequency, time, and intensity for Implementation of Grades 11 and 12
each activity. Physical Education/Health Education 5).

Refer to RM 1–PA: Personal Physical Activity Inventory: Current Participation

(available in Word and Excel formats).

The Excel version of RM 1–PA is available on the CD-ROM version of this document, as
well as online at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

_____________________________________________________________________________
M o d u l e A , L e s s o n 1  75
 Using RM 2–PA, students answer questions related to what they will need to do to meet
the physical activity requirements for this course, and how they might remain active after
graduation from Grade 12. Once students have completed the questions individually, ask
them to share with the class their chosen physical activities and some ways in which they
can keep themselves motivated to continue doing them.

Refer to RM 2–PA: Personal Physical Activity Inventory: Choices for an Active

Life.

________________________________________________________________________________

_____________________________________________________________________________
76  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 2: Safety and Risk-Management Planning

Introduction
In this lesson students gain a deeper understanding of the risk factors involved in physical
activity participation and the various levels of risks that could result in injury. They learn
that by identifying potential risks and safety concerns in advance, they may be able to
minimize or eliminate the occurrence of injury, making the activities safer and more
enjoyable and beneficial.
________________________________________________________________________________

Specific Learning Outcomes

12.PA.1 Demonstrate appropriate critical thinking, planning, and decision-making

skills in the development and implementation of a personal physical activity
plan that is safe and ethical and contributes to personal health and fitness
goals.
12.PA.2 Demonstrate understanding of the risk-management process and
responsibilities related to physical activity participation.
12.PA.3 Demonstrate the ability to access and use information for making informed
decisions about safety and risk management related to physical activity
participation.
Includes: level of instruction, level of supervision, facilities/environment,
equipment, clothing/footwear, and personal and other considerations
________________________________________________________________________________

Suggestion for Instruction / Assessment

Health-Related Fitness Components

In preparation for a review of the health-related fitness components to be addressed in the

physical activity practicum, write the following terms where the class can see them:
 cardiorespiratory endurance
 muscular strength
 muscular endurance
 flexibility
As an activating knowledge strategy, discuss with the class the characteristics of each
health-related fitness component (see Module B, Lesson 6, of Grade 11 Active Healthy
Lifestyles).

_____________________________________________________________________________
M o d u l e A , L e s s o n 2  77
 Referring to RM 3–PA, have students assign the key health-related fitness components to
the activities they identified in their Personal Physical Activity Inventory (from RM 1–PA
and RM 2–PA). Note that most physical activities contribute to more than one health-
related fitness component; therefore, ask students to identify the primary contribution.

Have students determine whether specific health-related fitness components are not being
adequately addressed by their physical activity choices. If this is the case, students will
devise a plan/strategy to address the deficiencies.

Refer to RM 3–PA: Physical Activity Inventory (available in Word and Excel formats).

The Excel version of the Physical Activity Inventory is available on the CD-ROM version
of this document, as well as online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

REFERENCES
For more information on the health-related fitness components, including definitions, refer
to the following resources:
Manitoba Education, Citizenship and Youth. Grade 11 Active Healthy Lifestyles: Manitoba
Physical Education/Health Education Curriculum Framework of Outcomes and A
Foundation for Implementation. Winnipeg, MB: Manitoba Education, Citizenship and
Youth, 2008. Module A, Lesson 2, and Module B, Lesson 6.
---. Guidelines for Fitness Assessment in Manitoba Schools: A Resource for Physical
Education/Health Education. Winnipeg, MB: Manitoba Education, Citizenship and Youth,
2004. 9.
These resources are available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

________________________________________________________________________________

Background Information

Risk Factors Related to Physical Activity

Physical activity participation is important for maintaining general health and fitness. The
level of participation will be determined by the individual’s personal goals. For example,
an elite athlete would require a greater level of activity intensity than someone who
exercises to achieve personal health goals.

It is important to remember that all physical activities have elements of risk and that the
level of safety concerns varies from one activity to the next. Engaging in any physical
activity safely requires an understanding of the inherent risks and taking the necessary
steps to minimize or eliminate their potential impact. Part of the risk-management process
also involves understanding the emergency actions and procedures to be undertaken
should an injury or a dangerous situation arise.

_____________________________________________________________________________
78  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 The risk factors that may be involved during participation in physical activities include
 level of instruction
 level of supervision
 facilities/environment
 equipment
 clothing/footwear
 personal and other considerations (e.g., special health care needs, skill level,
experience, accessibility)
Addressing questions such as the following will help minimize the risks associated with
physical activity participation and raise awareness of safety considerations and
responsibilities.

Safety and Risk-Management Considerations

Level of Instruction Equipment

 How much instruction will be required?  Has the equipment been inspected and
 Do the instructors have the necessary properly maintained?
qualifications?  Have modifications been made to the
 Will a skills assessment be done to equipment?
determine the participant’s level of ability?  What protective equipment should be worn?
Level of Supervision  Does the equipment use require special
instruction or adjustment?
 What level of supervision will be required?
 Are emergency procedures in place? Clothing/Footwear
 What equipment or supplies (e.g., phone,  Does the activity require special clothing or
first aid kit) will be required? footwear?
 Do the supervisors have adequate training  Will additional clothing be required to
to respond to an emergency? address environmental conditions?

Facilities/Environment Personal and Other Considerations*

 Have the potential hazards been identified?  Is the activity appropriate for the physical
condition of the participant?
 Has the area been inspected?
 Will instruction be required?
 Does the facility have user rules?
 Does the participant have adequate
 Are any modifications or restrictions
insurance coverage?
required?
 Will there be a need for special rules and
 Will precautions be needed based upon the
responsibilities?
environment?
 Who is the emergency contact person?
 Is transportation required?

__________
* Special health care needs, skill level, experience, accessibility, and so on.

_____________________________________________________________________________
M o d u l e A , L e s s o n 2  79
 The OUT-of-Class Safety Handbook: A Resource for Grades 9 to 12 Physical Education/Health
Education (Manitoba Education, Citizenship and Youth) provides general safety guidelines
and Physical Activity Safety Checklists to assist in planning for student participation in a
variety of physical activities and managing risk factors for each activity. Each activity has
been assigned a risk factor rating (RFR) on a scale of 1 to 4, with an RFR of 4 representing
the highest risk.

REFERENCE
For more information on safety and managing risk factors, refer to the following resource:
Manitoba Education, Citizenship and Youth. OUT-of-Class Safety Handbook: A Resource for
Grades 9 to 12 Physical Education/Health Education. Winnipeg, MB: Manitoba
Education, Citizenship and Youth, 2008. Available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Physical Activity Risk Management

Using RM 3–PA, students can begin to identify the level of risk for the physical activities
in which they are currently involved and those they will be including in their personal
physical activity plan.

Refer to RM 3–PA: Physical Activity Inventory (available in Word and Excel

formats).

The Excel version of the Physical Activity Inventory is available on the CD-ROM version
of this document, as well as online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

NOTE TO TEACHER
The following considerations need to be kept in mind in selecting physical activities for the physical
activity practicum:
 Activities: It is important for students to identify all the physical activities in which they may take
part, even if participation is a remote possibility. By identifying all potential activities, students can
be taken through the process of managing risks for activities that have a similar RFR, with teacher
assistance.
 Risk: Students should consider the number of physical activities they have selected from each
RFR category. If all the activities that students select have an RFR of 3 or 4, they may be in a
situation of having too much risk to manage.
 Intensity: To meet the course requirements, students need to choose activities of moderate to
vigorous intensity that will contribute to their development of cardiorespiratory endurance (heart,
lungs, circulatory system) plus one or more of the other health-related fitness components
(muscular strength, muscular endurance, and flexibility).

_____________________________________________________________________________
80  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Creating a Risk-Management Plan

As a class, review the contents of selected

Physical Activity Safety Checklists. NOTE TO TEACHER
Physical Activity Safety Checklists
Ask students to complete RM 4–PA: Risk-
Teachers must provide students either with
Management Plan for a physical activity copies of the individual Physical Activity Safety
with a high RFR. Encourage students to Checklists or with access to OUT-of-Class
create the plan based on their own situations Safety Handbook: A Resource for Grades 9 to
and circumstances, using activities they have 12 Physical Education/Health Education
chosen for their personal physical activity (Manitoba Education, Citizenship and Youth) in
which the checklists appear. Physical Activity
plan. (The later addition of a physical Safety Checklists must be included with the
activity that does not appear on the plan will student’s physical activity plan that goes home
require approval, as determined by the for parental approval.
teacher, school administration, and school Addition of Physical Activities
division policy.) The process of adding new activities to a
physical activity plan once a plan has been
signed by the teacher and parent will be unique
Refer to RM 4–PA: Risk-Management to each school/division. The process of
Plan. including activities not identified in RM 3–PA:
Physical Activity Inventory or on the
school/division-approved activities list will also
Once students have completed the Risk-
be unique to each school/division. Teachers are
Management Plan, they compare it to the encouraged to be familiar with these processes
appropriate Physical Activity Safety and outline them for students and parents as
Checklist (available from the teacher) to necessary.
check for accuracy and inclusion of any Risk-Management Plan
additional safety considerations. Teachers may require students to complete
more than one plan.

REFERENCES
For additional information, refer to the following resources:
Manitoba Education, Citizenship and Youth. Grade 11 Active Healthy Lifestyles: Manitoba
Physical Education/Health Education Curriculum Framework of Outcomes and A
Foundation for Implementation. Winnipeg, MB: Manitoba Education, Citizenship and
Youth, 2008.
---. Guidelines for Fitness Assessment in Manitoba Schools: A Resource for Physical
Education/Health Education. Winnipeg, MB: Manitoba Education, Citizenship and Youth,
2004.
---. Implementation of Grades 11 and 12 Physical Education/Health Education: A Policy
Document. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2007.
---. OUT-of-Class Safety Handbook: A Resource for Grades 9 to 12 Physical Education/
Health Education. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2008.
These resources are available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

_______________________________________________________________________________

_____________________________________________________________________________
M o d u l e A , L e s s o n 2  81
Lesson 3: Implementing the Physical Activity Plan

Introduction
In this lesson students demonstrate the ability to develop and implement their physical
activity plan. They also record their physical activity participation and personal
reflections.
________________________________________________________________________________

Specific Learning Outcomes

12.PA.2 Demonstrate understanding of the risk-management process and

responsibilities related to physical activity participation.
12.PA.3 Demonstrate the ability to access and use information for making informed
decisions about safety and risk management related to physical activity
participation.
Includes: level of instruction, level of supervision, facilities/environment,
equipment, clothing/footwear, and personal and other considerations
12.PA.4 Apply movement skills and concepts in a variety of selected physical activities
that meet the goals of a personal physical activity plan.
12.PA.5 Participate in physical activities at a moderate to vigorous intensity level.
12.PA.6 Record and report the frequency, intensity, time, and type of the physical
activities, as indicated in the personal physical activity plan.
12.PA.7 Reflect on physical and emotional responses to and influences on physical
activity participation.
________________________________________________________________________________

Background Information

Personal Physical Activity Plan

By now, students have identified the activities in which they will participate for their
physical activity practicum, and they have created a risk-management plan for at least one
of the high-risk activities. They will now begin putting together the required components
for their personal physical activity plan in a manner they understand and can adhere to.
________________________________________________________________________________

_____________________________________________________________________________
M o d u l e A , L e s s o n 3  83
 Suggestion for Instruction / Assessment
Putting Together the Physical Activity Plan
Have students begin putting together their personal physical activity plan for approval
and sign-off, using a physical activity planner such as the one provided in RM 5–PA. This
tool can be used to indicate to parents the physical activities that have been selected as
part of the students’ physical activity plan and confirm that the Physical Activity Safety
Checklists have been obtained for those activities.

Refer to RM 5–PA: Personal Physical Activity Plan.

________________________________________________________________________________

Background Information
Finalizing the Physical Activity Plan
The following steps outline a process to be considered when finalizing and obtaining
approval for a student’s physical activity plan:
1. The physical activity plan, developed in accordance with the specified criteria, should
include
 selected physical activities that contribute to cardiorespiratory endurance plus one
or more of the other health-related fitness components (muscular strength,
muscular endurance, and flexibility)
 a safety and risk-management plan (created in the previous lesson)
 Physical Activity Safety Checklists for the selected physical activities
2. Once the plan is developed, the teacher signs a letter addressed to the parents
explaining the information they are receiving.

Refer to RM 6–PA: Sample Cover Letter for Physical Activity Practicum.

3. The Parent Declaration and Consent Form and the Student Declaration Form must be
completed, as applicable, before a student begins implementing the OUT-of-class
physical activity plan. As these forms will be specific to each school/division, teachers
need to be aware of their content and location. These forms need to be signed by the
parent for students under 18 years of age. There is also a Student Declaration and
Consent Form for students 18 and over. Sample forms are available in Appendix B1
and Appendix B3 of the OUT-of-Class Safety Handbook (Manitoba Education,
Citizenship and Youth).
4. The personal physical activity plan, the Parent Declaration and Consent Form, and the
Student Declaration Form are to be returned to the school. The teacher records that the
appropriate forms have been signed and collected and keeps these until the end of the
course.

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84  G r a d e 1 1 A c t i v e H e a l t h y L i f e s t y l e s
 Implementing the Physical Activity Plan
Now it is time for students to begin
implementing their physical activity plan and NOTE TO TEACHER
enjoying the physical activities they have Teachers are encouraged to confer regularly with
chosen. Students also need to have a tool to individual students to monitor and discuss their
record their physical activity participation and progress related to their physical activity plan and
other elements of the course.
reflections.

Recording Physical Activity Participation and Reflections

Students need to record their participation in physical activities and submit the record to
the teacher. The students’ record will include
 details of the physical activity participation on a schedule decided upon by the teacher
 an assessment of the amount of time spent in the development of health-related fitness
components
 daily reflections of satisfaction with certain health habits. (Reflections may provide
possible explanations for the level of satisfaction or feelings about the day in general
and about progress made toward reaching personal health and fitness goals.)

The following tools are provided to assist students with recording their physical activity
participation.

Refer to RM 7–PA: Physical Activity Log (available in Word and Excel formats).

The Excel version of the Physical Activity Log is a more comprehensive log than the Word
version. It is available on the CD-ROM version of this document, as well as online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

Completing the Physical Activity Plan

At the conclusion of the course, parents will need to sign a form indicating that the
information that the students have provided to the teacher is an accurate record of the
students’ participation in the OUT-of-class physical activity practicum. Students who are
18 years of age or older will need to have their sign-off form signed by their parents or an
authorized adult.

Refer to RM 8–PA: Sample Sign-off Form for Completion of OUT-of-Class Physical

Activity Practicum (Form for Parent/Guardian).
Refer to RM 9–PA: Sample Sign-off Form for Completion of OUT-of-Class Physical
Activity Practicum (Form for Authorized Adult).
________________________________________________________________________________

_____________________________________________________________________________
M o d u l e A , L e s s o n 3  85
MODULE B:
FITNESS MANAGEMENT

Specific Learning Outcomes

Introduction

Lesson 1: Making and Continuing Change: A Personal

Investment

Lesson 2: Health and Fitness Trends

Lesson 3: Exercise and Fitness Myths and

Misconceptions

Lesson 4: Health and Fitness Advertising

Lesson 5: Becoming an Informed Fitness Consumer

MODULE B: FITNESS MANAGEMENT

Specific Learning Outcomes

12.FM.1 Examine the goal-setting process as a means of improving physical fitness

and/or health behaviours.

12.FM.2 Identify, implement, and revise personal goals for healthy lifestyle practices,
including physical activity participation.

12.FM.3 Examine current trends in health and fitness.

12.FM.4 Demonstrate understanding of fitness myths and misconceptions and how

they are used in advertising.

12.FM.5 Examine the methods advertisers use to promote and sell exercise, fitness,
and health products and services.

12.FM.6 Examine influences on the decisions that fitness consumers make related to
fitness products and services.

12.FM.7 Analyze key factors to be considered when purchasing fitness products

and/or services.
MODULE B: FITNESS MANAGEMENT

Introduction
Making positive lifestyle changes is very challenging, but the rewards far outweigh the
effort needed to make those changes. It is never too late for us to make and benefit from
attitude and behaviour changes. Once changes become habits, we are on the way to a
healthy life.

Module B begins with a short review of the Stages of Change model and the importance of
effective goal setting in the process of changing physical fitness and/or health behaviours.
This review of topics addressed in the Grade 11 Active Healthy Lifestyles course is followed
by new lessons that challenge students’ thinking about health and fitness by providing them
with opportunities to examine the latest trends in health and fitness development and
helping them to gain skills to make informed decisions as health and fitness consumers.
Becoming increasingly informed consumers is important for students because, as adults,
they will be responsible to make everyday decisions that will affect their health and
wellness.

Module B: Fitness Management contains the following five lessons:

 Lesson 1: Making and Continuing Change: A Personal Investment
 Lesson 2: Health and Fitness Trends
 Lesson 3: Exercise and Fitness Myths and Misconceptions
 Lesson 4: Health and Fitness Advertising
 Lesson 5: Becoming an Informed Fitness Consumer
Resources to support the lessons are provided in the Resource Masters section of this
document.

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89
M o d u l e B , I n t r o d u c t i o n 
Lesson 1: Making and Continuing Change: A Personal Investment

Introduction
This lesson is a review of the learning that took place in Grade 11 Active Healthy
Lifestyles. Students spend some time reviewing the Stages of Change model (as outlined
by Prochaska, Norcross, and DiClemente) and the strategies they can employ to move
from one stage to the next on the continuum of change. Since goal setting is such a critical
component of the change strategies, a review of goal setting is also included. In Grade 12
students have an opportunity to set goals and decide on how to achieve them with a
higher level of sophistication than they did in Grade 11.
________________________________________________________________________________

Specific Learning Outcomes

12.FM.1 Examine the goal-setting process as a means of improving physical fitness

and/or health behaviours.
12.FM.2 Identify, implement, and revise personal goals for healthy lifestyle practices,
including physical activity participation.
________________________________________________________________________________

Key Understandings

 Individuals can change health-related behaviours such as physical activity within their
lifestyle.
 Strategies for ongoing physical activity engagement and fitness development are
personal.
 Success in achieving positive health behaviours is rooted in effective goal setting based
on the Stages of Change continuum.
________________________________________________________________________________

Essential Questions

1. Why do goals need to change over time?

2. How can effective goal setting increase success in changing health-related behaviours?
3. What are the steps to, or reasons for, goal setting?
4. How can physical fitness and health-related behaviours be improved within a person’s
lifestyle?
________________________________________________________________________________

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M o d u l e B , L e s s o n 1  91
 Background Information

Personal Reflections on the Stages of Change

Many people decide to make changes in their lives to improve their health, increase their
income, develop meaningful relationships, and so on. People’s attempts to achieve change
often fail because they have not thought carefully about, or taken the time to work
through, the stages of change.

When setting goals, it is important to have a clear understanding of our starting point or
current situation. The next suggested learning strategy provides students with an
opportunity to think about changes they have made in their healthy lifestyle practices
since their Grade 11 school year.
________________________________________________________________________________
Suggestion for Instruction / Assessment

Review and Reflect on Physical Activity

NOTE TO TEACHER
Have each student reflect on physical activity
It is important that students feel
experiences by completing RM 1–FM. Once comfortable and are willing to share
students have completed the questionnaire, their personal reflections. They should
invite them to share some of their reflective not feel as though they are forced to
comments. A general class discussion could disclose personal thoughts or feelings.
facilitate thinking about the various stages of This questionnaire could also be used
change and what students did to make their as an interview guide in individual or
small-group student-teacher
Grade 11 personal physical activity plan
conferences.
successful.

Refer to RM 1–FM: Physical Activity Review and Reflection Questionnaire.

________________________________________________________________________________
Background Information

Stages of Change Review

NOTE TO TEACHER
In the Grade 11 Active Healthy Lifestyles course
students gained an understanding of the Stages of Understanding what stage of change
a student is at will help teachers
Change model (Prochaska, Norcross, and guide the student in developing
DiClemente), which identifies five stages through personal goals and plans. Be
which individuals move to make a lasting attitude considerate of students’ individual
and behaviour change. As people move along the stages when helping them to set
continuum of change, they engage in specific goals and develop their personal
physical activity plan.
processes at each of the five stages of change:

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92  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 1. Pre-contemplation (no intention of making a change): In this stage people begin to
recognize that a problematic behaviour exists. At this point, they may engage in self-
evaluation or self-reflection and may determine that a change is needed. When this
happens, they will progress to the contemplation stage.
2. Contemplation (thinking about making a change): In this stage people seek out
information about the problematic behaviour and become more aware of the possible
problems associated with it. They will speak to others about the problem and discuss
or think about possible solutions. These individuals are now ready to move to the
preparation stage.
3. Preparation/decision (getting ready to make a change): In this stage people make a
commitment to change the problematic behaviour, believing they can make the
change. They have become knowledgeable about how to go about making the
behaviour change and about the benefits resulting from it. They devise a plan for
practising the new behaviour. These people are ready to move to the action stage.
4. Action (making the change): People in this stage initiate their plan for making a
behaviour change. They find ways to stay motivated, which may include seeking
support from others. They attempt to control the triggers of the problematic behaviour
and give themselves ways to stay focused on the healthy behaviour. The new
behaviour will begin to substitute the unhealthy behaviour. Some people may
incorporate a personal reward program for sticking with the action plan.
5. Maintenance (working at keeping the change): In this stage people’s actions are
similar to those in the action stage, but people are engaged in the new behaviour for a
minimum of six months. During this stage people are focused on staying on their
action plan and not going back to their previous behaviour.

REFERENCES
For additional information, refer to the following resources:
Prochaska, James O., John C. Norcross, and Carlo C. DiClemente. Changing for Good: A
Revolutionary Six-Stage Program for Overcoming Bad Habits and Moving Your Life
Positively Forward. New York, NY: Avon Books Inc., 1994.
Spencer, Leslie, Troy B. Adams, Sarah Malone, Lindsey Roy, and Elizabeth Yost. “Applying
the Transtheoretical Model to Exercise: A Systematic and Comprehensive Review of the
Literature.” Health Promotion Practice 7.4 (Oct. 2006): 428–43.

________________________________________________________________________________

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M o d u l e B , L e s s o n 1  93
 Suggestion for Instruction / Assessment

Strategies for Change

In preparation for this task, students may need to revisit or complete RM 1–FM: Physical
Activity Stages of Change—Questionnaire, found in Grade 11 Active Healthy Lifestyles (see
Module B, Lesson 2, page 119).

To help students achieve a deeper understanding of

the Stages of Change continuum and of the strategies NOTE TO TEACHER
that will help them advance from one stage to the next
Students should complete this
in their physical activity behaviour, have them work ongoing assignment as they
through RM 2–FM. By completing the questions progress through the Grade 12
related to their current stage of change, as well as the Active Healthy Lifestyles course.
preceding stage(s), and by applying the strategies for Be consistent with the
moving to the next stage, they will set a course for terminology used in Grade 11.
achieving an active healthy lifestyle.

Refer to RM 2–FM: Strategies for Change.

________________________________________________________________________________
Background Information

Goal Setting

Setting goals is one of the most important and powerful strategies for achieving the things
we want in our lives. If a group of people were asked to write down their top five goals in
life, many of them would likely write “good health.” We all know that good health does
not just happen. Achieving and maintaining good health is dependent upon a variety of
factors.
________________________________________________________________________________
Suggestion for Instruction / Assessment

Behaviours Affecting Health

As a brief review, have students use the Think-Pair-Share strategy (see Appendix E) to
identify and discuss behaviours they can practise every day to help them improve or
maintain their personal health. Working in pairs, students identify the behaviours that
would have the greatest long-term impact on health and share them with the class.
________________________________________________________________________________

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94  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Background Information

Why Set Goals?*

Numerous research studies have shown links between goals and achievement or
improved performance in many areas such as education, athletics, and business. Reasons
for setting goals include the following:
 Goals help target our desires. We all have a desire to succeed at or with something.
This desire to succeed helps us to reach our goals and overcome obstacles that get in
the way. We feel better and work harder when we are striving to reach clear goals that
we have personally selected and that have an identifiable purpose.
 Goals help us to stay focused and avoid distractions. People who set goals will
achieve results because they have learned how to focus their time, energy, and
resources on a specific objective. Staying focused on our goals helps us to bypass many
of the challenges and obstacles that stand in the way of achieving the desired results.
By setting clear and attainable goals and consciously working toward them, we can
avoid many of the pitfalls and distractions of daily living.
 Goals help us to maintain motivation. Motivation is a significant driving force in
helping us to accomplish the things we really want in life. Achieving and maintaining
a healthy active lifestyle will at times be a struggle. Having goals and staying
motivated will help us to recover from the setbacks or periodic letdowns that are
commonplace experiences when trying to change a habit or making attempts to start a
new one. Our motivation will come from the reasons why we chose particular goals in
the first place.
 Goals help us to set values-driven priorities. As we move toward any goal, we will
be faced with having to make decisions. By keeping our eyes on the goal and staying
true to our values and beliefs, we will make the “right” choices. Our choices will be
based on what is most important to us. We need to remember that our goals were self-
selected and based on important reasons for reaching them.
 Goals provide a plan for change. A well-designed action plan that outlines a series of
short-term goals provides a necessary process to reach bigger and long-term
objectives. Breaking a long-term goal into achievable smaller steps makes the road to
the ultimate goal much easier. Short-term goals provide a way of measuring whether
we are making the intended progress or whether we are getting sidetracked.
Evaluating our plan allows us to learn from mistakes and overcome barriers. It also
provides opportunities to change our plan based on our experiences.
__________
* Source: Time Thoughts. “Goal Setting: Why Should I Set Goals?” Goal Setting.
<www.timethoughts.com/goalsetting/WhySetGoals.htm>. Adapted with permission.

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M o d u l e B , L e s s o n 1  95
 Why Do So Few People Set Goals?*

Some experts estimate that only five to ten percent of people think about their goals
regularly, and only one to three percent of people have clear written goals. Most experts
agree that goal setting is a powerful tool. If this is the case, why do so few people set
goals?

Reasons why people don’t set goals include the following:

 They don’t know what they want. (No goals)
 They don’t know how to set goals or don’t plan how to achieve them. (Action)
 They don’t have goals, they have wishes.
 They are afraid of change.
 They make excuses that form personal barriers.
 They get frustrated, discouraged, or overwhelmed. (Too many goals, too big, too slow)
Having clear and precise goals will help us stay motivated and focused, particularly when
facing adversity. Setting goals is a way of regulating behaviour to attain a self-determined
and desired target. The goals could be financial, educational, or health- and fitness-
oriented.

__________
* Source: Time Thoughts. “Goal Setting: Why Should I Set Goals?” Goal Setting.
<www.timethoughts.com/goalsetting/WhySetGoals.htm>. Adapted with permission.

Steps to Setting and Achieving Goals

Many people set goals they want to achieve. Some of these goals centre on acquiring
material things (e.g., a car, a winter vacation). Some goals involve doing or learning new
things (e.g., write a book, paint a picture, learn a new sport). Still other goals have to do
with self-improvement (e.g., exercise regularly, get a different job, eat healthier). These are
all great goals, but many people never reach them because they have not considered
making a specific plan to achieve them.

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96  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Six steps that can help students set and achieve their goals are identified below.

STEPS TO SETTING AND ACHIEVING GOALS

1. Choose specific, measurable goals. Decide on your goals and base them on reasons that are
meaningful and important to you. Be as specific as you can about what you want to accomplish.
Instead of wanting to eat healthier, specify the things that you want to change in your eating
behaviour (e.g., eat seven to ten servings of fruit and vegetables daily). This way, you know
exactly what you need to change and by how much. You have now made your goal measurable.
2. Set achievable goals. Break down your goals into achievable smaller goals, thus progressing
toward your final goal in stages. This is one way to build in a gradual process to achieve the
ultimate goal. The stages can serve as checkpoints for you to see how you are progressing and
whether the smaller goals need to be reset. When you know whether you have exceeded your
expectations or are beginning to fall behind, you can make the necessary adjustments. When
working on changing physical activity patterns it is important to keep a log or a record of your
activities.
3. Evaluate your goals to ensure they are realistic. Setting an unrealistic goal that is not
based on current conditions or circumstances is counterproductive to achieving a goal. Setting
high goals is important, but if the goals are not realistic they will eventually be perceived as
unattainable, and progress toward reaching the goals will cease. Seek out people who can
support you in reaching your goals and use the needed resources available to you.
4. Create a timeline for and visual reminders of your goals. A goal is simply a stated dream
with a deadline. Establish a timeline for the goals you set. The timeline may be influenced by the
smaller goals that you have set for yourself. It is very important to set a particular timeframe for
each goal. This will keep you focused on the actions you set for yourself and provide you with a
way to assess your progress in terms of achieving the goal. Create visual reminders of your
goals and place them where you will see them every day. Keep in mind that your reasons for
choosing your goals were important to you, and moved you to devise a plan to accomplish them.
5. Prepare yourself for obstacles or barriers. The obstacles you face while working toward
your goals may be emotional. For example, you may feel frustrated that people are not
supporting you. You may feel discouraged that the expected changes are not happening quickly
enough. Feelings of frustration or discouragement are natural reactions. Adjusting the small
goals may help ease the emotional reaction. It is important to stay committed to your goals and
not to lose hope.
6. Reward yourself. As you achieve each small goal, reward yourself in some way for a job well
done.

______________________________________________________________________________

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M o d u l e B , L e s s o n 1  97
 Suggestion for Instruction / Assessment

Steps to Goal Setting

Provide students with a copy of RM 3–FM and ask

NOTE TO TEACHER
them to write down their goals (e.g., related to physical
activity, fitness, and healthy eating) and devise an This is an ongoing assignment and
should be considered as a required
action plan to achieve them. They should take time to
work sample. Students will return
reflect on each step and then proceed to write down to this action plan periodically and
the actions they will take to accomplish each goal. assess their progress in meeting
their stated goals, making
revisions as required.
Refer to RM 3–FM: Steps to Goal Setting.

Students may use RM 4–FM as a tool for tracking their progress in reaching their goals.

Refer to RM 4–FM: Goal Manager (available only in Excel format).

The Excel spreadsheet is available on the CD-ROM version of this document, as well as online
at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

NOTE TO TEACHER
Physical Activity Practicum
Students in Grade 12 are required to complete a minimum of 55 hours of moderate to vigorous
physical activity. The physical activity practicum should reflect each student’s personal physical activity
or fitness goals. Determining requirements for the completion of the Grade 12 physical activity
practicum and/or the physical activity plan is a local decision. Schools may choose to add other criteria
that demonstrate regular activity participation (e.g., variety of physical activities, the addition of a new
physical activity, activities that the student will choose to do when leaving high school).

REFERENCES
For more information on goal setting, refer to the following websites:
Manitoba Physical Education Teachers Association (MPETA). “Goal Setting: Personal Plan.”
MPETA Resources to Support the Grades 11 and 12 Curriculum.
<www.mpeta.ca/resources.html>.
Time Thoughts. “Goal Setting: Why Should I Set Goals?” Goal Setting.
<www.timethoughts.com/goalsetting/WhySetGoals.htm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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98  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 2: Health and Fitness Trends

Introduction
Fitness development in North America is a multi-billion dollar per year industry. Success
in the industry demands that market research be conducted to identify health and fitness
trends that will influence practices, products, and services. By analyzing the data
collected, stakeholders in the fitness business are able to determine current and future
trends and, thereby, more effectively meet the demands of the increasing population
interested in exercise and fitness and overall health.

In this lesson students have the opportunity to investigate and analyze current health and
fitness trends. They also have the opportunity to predict future trends and suggest ways
of addressing them. Key concepts beyond specific fitness development may include active
living and sustainable development.
________________________________________________________________________________

Specific Learning Outcome

12.FM.3 Examine current trends in health and fitness.

________________________________________________________________________________

Key Understandings

 Health and fitness practices are in constant change and affect quality of life.
 Trends reflect a general change/development or direction in an area being studied.
 Trends influence lifestyle opportunities and choices.
________________________________________________________________________________

Essential Questions

1. What is a trend?
2. What is a current health and/or fitness trend?
3. How are trends used to address issues and interests?
4. How have the trends in health and fitness changed in the last few years?
________________________________________________________________________________

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M o d u l e B , L e s s o n 2  99
 Background Information

Each year, leaders in the area of health and fitness determine general trends in the fitness
industry based upon various sources of data. Two important groups that conduct
extensive surveys are the American College of Sports Medicine (ACSM) and the American
Council on Exercise (ACE).

ACSM’s Health and Fitness Trend Predictions

ACSM is the largest sports medicine and exercise science organization in the world. Its
members are dedicated to promoting and enhancing physical performance, fitness, health,
and quality of life worldwide.

The surveys conducted by ACSM identify trends that can be found in a variety of
environments where health and fitness services and programming are provided. This
includes commercial gyms, fitness retailers, medical and other clinical environments, and
recreation and community program environments. Data is collected from experts around
the world. The trends identified in the surveys are based on information provided by
highly respected fitness professionals. The ultimate goal of identifying the trends is to
determine and implement solutions to them.

Based on the findings from its international surveys, ACSM identified the top 20 health
and fitness trend predictions for 2007 and 2008, which are identified on the ACSM website
(see References on the following page). “Exercise programs for children to fight childhood
and adolescent obesity” was ranked as the number 1 and number 2 worldwide fitness
trend in 2007 and 2008 respectively (Thompson, “Worldwide Survey Reveals Fitness
Trends for 2008,” 8).

Childhood obesity has become such an important trend that it is a topic of discussion and
program development worldwide. Reducing this trend has become a high priority in
many parts of the world, including Manitoba. For example, Manitoba has taken steps by
increasing the time allocated to physical education/health education and making it a
required course in all grades from Kindergarten to Grade 12. In addition, all schools in
Manitoba are required to develop their own nutrition policies to promote healthier eating
options (Healthy Child Manitoba, Manitoba School Nutrition Handbook). These initiatives
came about as a result of the recommendations of the Healthy Kids, Healthy Futures All-
Party Task Force, reported in 2005 in Health Kids, Healthy Futures: Task Force Report.

ACE’s Fitness Trend Predictions

The American Council on Exercise (ACE) is a non-profit organization that promotes the
benefits of physical activity and protects consumers against unsafe and ineffective fitness
products and instruction.

ACE’s top 10 fitness trends for 2007 and 2008 are identified on its website.

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100  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 REFERENCES
For additional information, refer to the following resources:
American College of Sports Medicine. “ACSM Survey Predicts 2008 Fitness Trends.” News
release. 9 Nov. 2007.
<www.acsm.org/AM/Template.cfm?Section=ACSM News Releases&CONTENTID=9207&
TEMPLATE=/CM/ContentDisplay.cfm>.
---. “Fitness Trends for 2007 from American College of Sports Medicine: Survey Results Name
Top 20 Trends in Health and Fitness Industry.” News release. 13 Nov. 2006.
<www.acsm.org/AM/Template.cfm?Section=Home Page&template=/CM/ContentDisplay
.cfm&ContentID=6183>.
American Council on Exercise. “ACE 2008 Fitness Trend Predictions: ACE-Certified Fitness
Professionals Predict Fun Focused Fitness.” Press release. 3 Jan. 2008.
<www.acefitness.org/media/media_display.aspx?NewsID=277&DCMP=BAC-
GetFit2008Trends>.
---. “ACE Makes Fitness Trend Predictions for 2007: Survey Results Highlight Forecast of
Hundreds of ACE-Certified Fitness Professionals.” Press release. 4 Dec. 2006.
<www.acefitness.org/media/media display.aspx?NewsID=263>.
Healthy Child Manitoba. Manitoba School Nutrition Handbook: Getting Started with Guidelines
and Policies. Winnipeg, MB: Healthy Child Manitoba, 2006. Available on the Manitoba
Healthy Schools website at <www.gov.mb.ca/healthyschools/>.
Healthy Kids, Healthy Futures All-Party Task Force. Healthy Kids, Healthy Futures: Task Force
Report. Winnipeg, MB: Manitoba Healthy Living, June 2005. Available online at
<www.gov.mb.ca/healthykids/>.
Thompson, Walter R. “Worldwide Survey Reveals Fitness Trends for 2007.” ACSM’s Health &
Fitness Journal 10.6 (Nov./Dec. 2006): 8–14.
---. “Worldwide Survey Reveals Fitness Trends for 2008.” ACSM’s Health & Fitness Journal
11.6 (Nov./Dec. 2007): 7–13. Available online at
<www.informz.net/acsm/data/images/worldwidetrends.pdf>.
Van Dusen, Allison. “Top Ways to Stay in Shape.” 10 Jan. 2007. Health. Forbes.com.
<www.forbes.com/forbeslife/2007/01/09/ways-stay-shape-forbeslife-
cx 0110 avd stayshape2007.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e B , L e s s o n 2  101
 Suggestion for Instruction / Assessment

Trend Predictions and Analysis

Have students
 offer suggestions for what they perceive to be current trends in health and fitness
 rank the identified trends based on how strong they perceive the trends to be
 offer their reasons for selecting the identified trends
Share with students the trends identified by ACSM or ACE. Analyze the accuracy of the
student responses compared to trends identified by fitness professionals. Facilitate a
discussion on the purpose of trend analysis.
________________________________________________________________________________

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102  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 3: Exercise and Fitness Myths and Misconceptions

Introduction
There are many myths, misconceptions, and untruths related to exercise and fitness
development, some of which have been around for many years. Manufacturers and
advertisers of fitness products are aware of these myths and use them to sell their
products.

In this lesson students research exercise and fitness myths and determine how they are
used to confuse and mislead the consumer. By investigating the myths, students increase
their knowledge and understanding of fitness development and take another step toward
becoming informed consumers.
________________________________________________________________________________

Specific Learning Outcome

12.FM.4 Demonstrate understanding of fitness myths and misconceptions and how

they are used in advertising.
________________________________________________________________________________

Key Understandings

 There are many myths and misconceptions about exercise and fitness development.
 Applying accurate information and reliable practices optimizes the benefits of any
exercise or fitness program.
 Exercise and fitness myths are perpetuated in the media and by product advertisers.
________________________________________________________________________________

Essential Questions

1. What are some common exercise and fitness myths?

2. Where can a person obtain reliable and accurate exercise and fitness information?
3. Why do exercise and fitness myths and misconceptions persist?
________________________________________________________________________________

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M o d u l e B , L e s s o n 3  103
 Background Information

Myths and fallacies about exercise and how the body responds to exercise abound in the
world of fitness development. Some of the myths are based on misperceptions of what
really happens in the body, and some are loosely based on facts that are misinterpreted or
misunderstood. While some myths are harmless, others are extremely dangerous.
________________________________________________________________________________

Suggestion for Instruction / Assessment

Exercise and Fitness Development Investigation: Myth, Fact, or Not Sure?

Some common myths or misconceptions

about exercise and fitness development are NOTE TO TEACHER
identified in RM 5–FM. The myth and fact Reword some of the myth statements into
statements provided in RM 5–FM may be fact statements.
placed on index cards for this learning Students may suggest other myths. They
activity. may also ask for clarification from various
sources. Be cautious of where answers to
Directions/Description these queries come from. Use information
from reliable sources.
 Divide the class into several groups.
 Divide the cards provided in RM 5–FM evenly among the groups.
 Identify one person in each group to read aloud the statements on the cards to the
group. After hearing a statement, the group places the card under one of the following
headings: Myth, Fact, or Unsure.
 Once each group has placed each of their cards under one of the three headings, allow
the class to review the placement of the cards and provide a final opportunity to
change any of the cards to a different heading.
 Then have three students (one per heading) reveal to the class each card placed under
the respective headings by reading aloud the description on the back of the card. For
the Unsure group, have the class use either a show of hands or the Opinion Lines
strategy (see Appendix E) to determine the applicable location (Myth or Fact) of each
card and then read the description on the back of the card.
 After all the descriptions have been read, lead a class discussion to clarify any
information related to the myths or misconceptions about exercise and fitness
development.

Have each group create a card that represents either a fact or a myth about exercise or
fitness, including an explanation for their choice. Each group has a chance to stump
classmates with their submission. In addition, have students explore and identify sources
for the exercise and fitness information they used to create their cards.

Refer to RM 5–NU: Exercise and Fitness Development Investigation: Myth or Fact?

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104  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 REFERENCES
For additional information, refer to the following online resources:
Burfoot, Amby. “How Many Calories Are You Really Burning?”. Nutrition and Weight Loss.
18 July 2005. Runner’s World. <www.runnersworld.com/article/0,7120,s6-242-304-311-
8402-0,00.html?cm_mmc=nutrition-_-2007_11_22-_-nutrition-_-Post-
Feast%20Run%20vs%20Post-Feast%20Stroll>.
Calzadilla, Raphael. “10 Fitness Myths Exposed!” Diet and Fitness Blog. 20 Feb. 2008.
eDiets.com. <http://blog.ediets.com/2008/02/10-fitness-myths-exposed.html>.
Health Canada. Eating Well with Canada’s Food Guide. Ottawa, ON: Health Canada, 2007.
Available online at <www.hc-sc.gc.ca/fn-an/food-guide-aliment/index_e.html>.
---. Eating Well with Canada’s Food Guide: First Nations, Inuit and Métis. Ottawa, ON:
Health Canada, 2007. Available online at <www.hc-sc.gc.ca/fn-an/food-guide-
aliment/index_e.html>.
Liebman, Bonnie. “Exploding Ten Exercise Myths.” Nutrition Action Healthletter (Jan./Feb.
2000): n.p. Available on the Center for Science in the Public Interest website at
<www.cspinet.org/nah/2_00/ten_myths04.html>.
Nutribase. Exercise Calorie Expenditures. <http://nutribase.com/exercala.htm>.
Public Health Agency of Canada. Canada’s Physical Activity Guide for Youth. Ottawa, ON:
Public Health Agency of Canada, 2002. Available online at <www.phac-aspc.gc.ca/pau-
uap/fitness/downloads.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e B , L e s s o n 3  105
Lesson 4: Health and Fitness Advertising

Introduction
An important aspect of becoming an effective consumer is to be critical of the advertising
associated with many of the health and/or fitness products and services available. People
must be able to determine which advertisements are based on facts and research, and
which make claims based on incomplete or inaccurate information. Manufacturers selling
some fitness products base their advertising on many of the myths surrounding fitness
development. Advertisers are very clever and creative with their “pitches,” making the
advertised products seem amazing and revolutionary. The end result is that they make
their sales, and the uninformed, trusting consumer is often left with inferior products that
may, but likely will not, live up to expectations.

This lesson focuses on the advertising of health and fitness products. Students have the
opportunity to examine and assess advertisements for health and fitness products and
learn how to identify the language of advertising to avoid disappointment and deception
(fraud).

REFERENCE
For additional information, refer to the following website:
Federal Trade Commission (FTC). “Pump Fiction: Tips for Buying Exercise Equipment.”
Nov. 2003. FTC Facts for Consumers.
<www.ftc.gov/bcp/edu/pubs/consumer/products/pro10.shtm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Specific Learning Outcome

12.FM.5 Examine the methods advertisers use to promote and sell exercise, fitness, and
health products and services.
________________________________________________________________________________

Key Understandings

 Advertising is used to promote and sell products and services.

 Accurate information is needed to evaluate advertising claims.
 Advertisers use multiple strategies to sell their products and services.
________________________________________________________________________________

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M o d u l e B , L e s s o n 4  107
 Essential Questions

1. What strategies and ploys are used to sell exercise, fitness, and health products and
services?
2. Why do advertisers make product claims, and what types of claims do they make?
3. How do advertisers address the FITT (frequency, intensity, time, type) principle when
advertising their fitness and exercise products?
________________________________________________________________________________

Background Information

Evaluating Advertising Claims*

The benefits of an active healthy lifestyle are well-known and well-documented.

Unfortunately, there remain many myths and misunderstandings about how the body
responds to exercise and physical activity, as discussed in the previous lesson.
Advertising and marketing businesses for fitness products and services are aware of these
misunderstandings and make advertising claims based on them. Many unscrupulous
advertisers make unsupported claims that their exercise products offer quick, almost
effortless ways to shape up, keep fit, and/or lose weight. The reality about changing the
body is that there is no effortless, perspiration-free way to maintain a fit and healthy body.
Deriving the benefits of exercise requires doing the necessary work.

Being informed, or possessing the ability to find reliable information, is the way to
navigate through false claims in advertising. The consumer must be cautious or suspicious
of any products that
 claim to make the body more attractive
 promise amazing results in a very short period of time
It takes time and effort to make changes to the human body.

Although some manufacturers of fitness products can provide independent research to

support what they are saying about their products, many manufacturers rely on
exaggerated and fraudulent claims to sell their products.

__________
* Source of Adaptation: Federal Trade Commission (FTC). “Pump Fiction: Tips for Buying Exercise Equipment.”
Nov. 2003. FTC Facts for Consumers. <www.ftc.gov/bcp/edu/pubs/consumer/products/pro10.shtm>.

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108  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Some key elements found in advertisements should alert consumers to the possibility of
false advertising. When detecting key elements such as the following, consumers should
become wary of questionable exercise products:
 Easy, effortless, and fast: Machines and other devices that are advertised as
“guaranteeing” the user certain results in a short time should be ignored. The benefits
of exercise cannot be stored, and the body needs time to adapt and change. In other
words, change comes with time and effort. Advertisements that promise easy or
effortless results are simply false.
 “Spot” reducing: One of the most appealing claims, yet also one of the most
inaccurate and false claims, is that a product can reduce the fat from a particular part
of the body. The most popular body parts targeted by these advertisements are the
buttocks, hips, and stomach. Achieving a major change in appearance requires
sensible eating and regular exercise that works the whole body.
 Faster than others: The claims that one machine will produce results faster than other
similar machines is difficult to evaluate, especially when there are no independent
scientific studies to substantiate the claims. Arguably, any equipment that helps a
person exercise several major body parts will likely burn more calories than
equipment that works only one body part. Everyone responds to exercise differently.
Finding the right frequency, intensity, time/duration, and type (FITT) of exercise is the
key.
 The fine print: If there is fine print, even in a television commercial, then there is
something the advertisement is trying to hide. Sometimes the fine print mentions a
diet or “program” that must be used in conjunction with the equipment. Even if it
doesn’t, remember that diet and exercise together are much more effective for weight
loss than either diet or exercise alone.
 Testimonials: Be wary of verbal or visual testimonials such as “before” and “after”
pictures from “satisfied” customers. Their experiences are not typical, which is why
their testimonials are being used. Just because one person has had success doesn’t
mean someone else will get the same results. Many of the “customers” are paid by the
companies, and the endorsements, whether they are from consumers, celebrities, or
star athletes, don’t mean the equipment is right for you. Another consideration is that,
with current technology, pictures can easily be altered. In fact, some before and after
pictures are not even of the same person.
 Final total cost: The advertised cost of a product usually does not include shipping
and handling fees, sales tax, and delivery and set-up fees. Determine the final cost of
the purchase by calculating the terms of purchase (e.g., “Three easy payments of . . .”
or “Pay only $49.95 a month.”). Inquire about all the monetary details before ordering
a product.
 Guarantees and warranties: Get details on warranties, guarantees, and return policies
before making a purchase. Some guarantees (e.g., “30-day money-back guarantee”)
may not sound as good as you were led to believe if you have to pay shipping on a
large, bulky piece of equipment you want to return.
________________________________________________________________________________

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M o d u l e B , L e s s o n 4  109
 Suggestion for Instruction / Assessment

Ad Analysis

Have students bring to class fitness and/or health advertisements from a variety of media
(e.g., newspapers, magazines, Internet, television) and examine the ads as a class. Have
each student identify
 the product or service being sold in a given ad
 the consumer demographic being targeted
 the ploys used to sell the product or service (e.g., language, sexuality, testimonial)
 the claims made (expected benefits)
 the dubious claims made (if any)
 the cost and payment options presented
As a class, identify the similarities and differences between the ads. Which ads are the
most misleading, most effective, and most legitimate? Discuss why. Select a few ads and
determine what knowledge the consumer would need in order to make an informed
buying decision based on the information presented in the ad? Use the FITT principle and
other training principles to evaluate the advertising claims.

REFERENCE
For information on the FITT principle, see Module B, Lesson 6, of the following resource:
Manitoba Education, Citizenship and Youth. Grade 11 Active Healthy Lifestyles: Manitoba
Physical Education/Health Education Curriculum Framework of Outcomes and A
Foundation for Implementation. Winnipeg, MB: Manitoba Education, Citizenship and
Youth, 2008. Available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

________________________________________________________________________________

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110  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 5: Becoming an Informed Fitness Consumer

Introduction
A consumer is a person who purchases and/or
uses goods and services. When someone buys or NOTE TO TEACHER
uses products or services intended for physical Canadian Fitness Industry Statistics
activity or fitness development, the person According to the International Health,
becomes a fitness consumer. Racquet and Sportsclub Association, the
Canadian health and fitness club industry
A fitness consumer is faced with having to make revenue (USD) totalled approximately
a number of choices and decisions. The first 1.8 billion dollars in 2007. There were
decision relates to the required products and/or 4900 clubs in Canada, with a
membership of 4.5 million persons, or
services. Secondary decisions have to do with 15.0% of the population (“Canadian
where and when to acquire the goods and/or Market Statistics”).
services. What an individual can acquire depends
largely on the resources available.

Having as much knowledge as possible about the products and services being considered
for purchase allows the consumer to make the best purchasing decisions. The informed
consumer also needs to be aware of the factors that influence these decisions.

This lesson focuses on helping students to become critical and effective consumers, which
involves evaluating physical fitness products and services. Students have the opportunity
to investigate major fitness products and services and develop skills to help them become
informed consumers.

REFERENCES
For additional information, refer to the following resources:
Federal Trade Commission (FTC). “Avoiding the Muscle Hustle: Tips for Buying Exercise
Equipment.” Nov. 2003. FTP Consumer Alert.
<www.ftc.gov/bcp/edu/pubs/consumer/alerts/alt113.shtm>.
Fitness Industry Council of Canada. “Canadian Fitness Industry Statistics.” Resources.
2007.
<www.english.ficdn.ca/index.php?module=pagemaster&PAGE user op=view page&P
AGE id=17>.
International Health, Racquet and Sportsclub Association (IHRSA). The 2007 IHRSA Global
Report on the State of the Health Club Industry. Boston, MA: IHRSA, 2007.
---. “Canadian Market Statistics.” Industry Research.
<http://cms.ihrsa.org/index.cfm?fuseaction=Page.viewPage&pageId=19014&nodeID=
15>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e B , L e s s o n 5  111
 Specific Learning Outcomes

12.FM.6 Examine influences on the decisions that fitness consumers make related to
fitness products and services.
12.FM.7 Analyze key factors to be considered when purchasing fitness products and/or
services.
________________________________________________________________________________

Key Understandings

 Some advertising of physical fitness products and services can be misleading.

 Many fitness goods and services are available to consumers.
 Consumers can educate themselves prior to making a buying decision.
 Health and fitness trends affect the availability of consumer products and services.
________________________________________________________________________________

Essential Questions

1. What influences your consumer decisions?

2. How do you determine whether a physical fitness product and/or service will be safe
and effective?
3. How can you become an informed consumer?
4. What protection does a consumer have?
________________________________________________________________________________

Background Information

To make effective consumer decisions, the fitness consumer must be informed about many
aspects of fitness development. Knowledge is the key to consumer power. Combining
knowledge and understanding about personal needs, habits, and goals, fitness planning,
exercise equipment, and facilities will lead to educated decision making. This knowledge
and information should be considered when evaluating fitness products and services.

Fitness products include exercise equipment and props, monitoring devices and
technology, and “performance” clothing and footwear. Fitness services include access to
fitness centres, information and education, personal trainers, and specialty classes and
programs. Fitness products and services constitute a multi-billion dollar per year industry
in Canada.

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112  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Choosing and Buying Fitness Equipment

Physical fitness can be developed and maintained without the use of any equipment, let
alone the variety of expensive products and services available. Fitness products and
services are extensively advertised and readily available, however, and many of them can
be effective.

Buying exercise products may seem simple, but a thorough investigation into the products
under consideration is essential. Some products are very expensive due to the research
involved in designing and creating them. Many people buy expensive products based on
brand names or the assumption that the products will make exercising easier and more
convenient.

Initially, individuals may make regular use of the fitness equipment they purchase, but
after a period of time, the product may become little more than an awkward and
expensive “clothes rack.” Before investing in equipment, people need to understand the
financial and lifestyle commitment associated with it.

Considerations for Buying Fitness Equipment*

The Federal Trade Commission (FTC) suggests that individuals consider the following
tips before buying fitness equipment:
 Determine the exercise goals. Whether your goal is to build strength, increase
flexibility, improve endurance, or enhance general health, consider a fitness program
that meets personal goals. Overall fitness and health can be achieved through a variety
of physical activities as part of an active healthy lifestyle, and may not require the use
of special equipment.
 Determine the level of commitment. The idea of exercising at home may sound very
appealing, but using a piece of equipment regularly requires significant motivation.
Before buying expensive equipment, assess personal commitment to an ongoing
fitness program. Plan to set aside some time daily for physical activity, and follow
through with the plan.
 Evaluate the equipment before buying. Fitness equipment is manufactured for the
general population; therefore, the equipment must be fully adjustable to suit
individual body characteristics. The machine or equipment should be sturdy, smooth,
and easy to use. When shopping for fitness equipment, go to the store dressed for
exercise, and give the equipment a full workout. Measure the area at home where you
will put the equipment and note all dimensions (length, width, height). In addition,
consider questions such as the following:

__________
* Source of Adaptation: Federal Trade Commission (FTC). “Avoiding the Muscle Hustle: Tips for Buying Exercise
Equipment.” Nov. 2003. FTP Consumer Alert. <www.ftc.gov/bcp/edu/pubs/consumer/alerts/alt113.shtm>.

_____________________________________________________________________________
M o d u l e B , L e s s o n 5  113
  Will the equipment need a source of power?
 How heavy is it?
 Is noise a factor?
 Are you paying for features you will not need?
 Will the equipment need assembly?
 What maintenance will it require?
 What are the safety considerations?
 Evaluate the advertising claims. Some companies make unreasonable and outrageous
claims to entice the consumer into believing they are true. False or misleading claims
are common in the fitness industry. People who are desperately looking for quick fixes
to problems that have taken years to develop often make rash and misinformed
decisions. If a claim sounds almost too good to be true, it likely is! Check out product
reviews. The reviews may point out specific trouble areas for a piece of equipment that
may cause difficulties once the equipment is brought home.
 Shop around. Much of the advertised fitness equipment is available at local sporting
goods, department, or specialty stores. Shop around for the best price. Before you buy
any equipment, do the following:
 Determine the total cost, including shipping and handling, sales tax, delivery, and
set-up fees.
 Obtain the details on warranties, guarantees, and return policies from the retailer
and the manufacturer.
 Investigate the seller’s and manufacturer’s customer service and support
capabilities. Inquire as to whom you can call if repairs or replacement parts are
needed.
 Try the toll-free numbers provided with the equipment to see whether help is truly
accessible.

Fitness equipment can often be purchased from second-hand stores, at yard sales, or
through classified advertisements in local newspapers. Items bought second-hand are
usually not returnable and do not have the warranties of new equipment. Buy wisely.

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114  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Equipment Choices

Some common equipment for aerobic exercise, strength training, and other miscellaneous
fitness training is identified below.

Aerobic Equipment Strength Training Miscellaneous Fitness

(Cardiorespiratory and Equipment Equipment
Muscular Endurance) (Muscular Strength and (Training, Core and
Endurance) Flexibility)
 Treadmills  Free weights  Heart-rate monitors
 Stationary bicycles  Multi-station machines  Pedometers
 Ski machines  Bands and tubing  Stability balls
 Steppers/climbers  Specialized equipment
 Elliptical trainers (e.g., medicine balls, agility
ladders, balance boards)
 Rowing machines
 Aerobic riders

Many other fitness gadgets and gimmicks are available on the market. These items, often
advertised on television infomercials, are not always of the highest quality and may not
deliver on their claims.

It is important to spend the necessary time

investigating the exercise equipment being NOTE TO TEACHER
considered for purchase and commit to using
Any piece of quality exercise equipment
the equipment before buying it. After making
is a good choice if it is used regularly.
the purchase, the buyer should take the steps The consumer is the only one who can
needed to protect the investment and follow the truly determine the value of the
manufacturer’s maintenance suggestions. It will purchase, based on the results achieved.
be easier to sell equipment that is in good
condition, should the equipment no longer be
needed or wanted.

Exercise Clothing and Footwear

Having the right clothing and footwear for a chosen activity is important, and sometimes
critical. Knowing what the activity demands will be and wearing the right clothing and
shoes to meet those demands are important aspects of being an informed fitness
consumer.

What we wear during activity can contribute to the activity itself. A well-fitting, well-
designed, and activity-appropriate outfit can make the difference between a pleasant
activity experience and a negative one.

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M o d u l e B , L e s s o n 5  115
 Every aspect of “performance” or activity clothing, from underwear and socks to
outerwear, has been designed around managing and controlling moisture (perspiration
and rain), temperature, and wind. Some clothing absorbs moisture, some repels moisture,
and some moves or wicks moisture. Still other clothing is created to keep a person cool
during activity, or to hold in warmth.

The movement of air also creates challenges for clothing designers. Usually, breathable
fabrics are desired by consumers, but sometimes non-breathable fabrics are needed.

Special footwear, specifically designed for a given activity, is available for virtually every
activity and sport. Many people purchase footwear that is not designed for the uses it will
actually serve. Running footwear is not intended for walking, and walking footwear is not
intended for hiking. Tennis footwear is designed differently from volleyball footwear
because of the varying movement demands.

When selecting fitness equipment and other products, consumers need to keep in mind
the purposes for which they are intended.
________________________________________________________________________________

Suggestion for Instruction / Assessment

Evaluating Fitness Equipment/Products

Have students use the Think-Pair-Share strategy (see Appendix E) to evaluate physical
fitness equipment/products:
 Students identify as many fitness products/equipment items as they can.
 Working with a partner or in small groups, students examine the list of identified
products, determine the purpose and effectiveness of each product, suggest a less
expensive alternative, and rate the overall value.
 Each small group presents its results to the class. Students discuss any discrepancies.
Have students create a Before You Buy poster for a fitness product (e.g., home gym,
clothing, exercise video). The poster should contain important information about the
fitness benefits of the product, as well as tips for buying the product.

REFERENCE
For additional information on fitness product evaluation, refer to the following website:
Ezine Articles. Health and Fitness: Fitness Equipment.
<http://ezinearticles.com/?cat=Health-and-Fitness:Fitness-Equipment>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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116  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Background Information

Considerations for Evaluating a Fitness Centre

When deciding on a fitness centre, consumers need to consider criteria such as the
following:
 Price
 Do the membership fees or user fees fit your budget?
 Does the centre offer monthly or seasonal memberships or only long-term
memberships? If the centre does not allow a trial period or short-term
memberships, consider another facility.
 Can a friend join a member occasionally for a user fee?
 Facility
 Are you able to tour the centre at the intended time of use?
 Are the facilities clean and well-maintained?
 Does the equipment look up to date and well-maintained?
 Are the exercise areas uncluttered and safe?
 Do the members follow safe and hygienic practices?
 Is there appropriate signage for rules and procedures?
 Does the centre offer other appealing facilities (e.g., sauna, whirlpool)?
 Staff
 Does the centre have enough staff to work with clients?
 Can you book a staff member to assist with education and programming?
 Does the staff have fitness leader certification?
 Does the staff offer clients a personal fitness assessment and is there an initial
medical inquiry?
 Is the centre supervised at all times?
 Programming
 Does the centre offer a variety of fitness programming, such as aerobics, spinning,
yoga, and other classes?
 Are the classes a part of the membership or are participants required to pay
additional fees for them?
 Does the centre have all the machines and free weights needed for personal fitness
programming?

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M o d u l e B , L e s s o n 5  117
  Satisfaction
 How long has the centre been in business? Check out the centre through the local
Better Business Bureau or check online for customer satisfaction.
 What on-site services are available (e.g., towels, hair dryers)?
 Convenience
 Is the centre conveniently located for you?
 Is the centre accessible by public transportation? Is there ample parking?
 Are the hours of operation suitable?
 How crowded is the facility at the time of intended use?
 Is there enough equipment to keep wait time to a minimum?
________________________________________________________________________________
Suggestion for Instruction / Assessment

Evaluating a Fitness Centre

Have students identify and examine a physical

fitness facility. As part of their fitness centre NOTE TO TEACHER
evaluation, students For this learning experience, students
could use the Considerations for
 determine the service provider, the service Evaluating a Fitness Centre (see previous
being offered, and the need it is addressing page). In addition, encourage students to
consider the risk factors identified in the
 identify elements to inquire about or examine applicable Physical Activity Safety
before purchasing or subscribing to the service Checklists provided in Appendix E of OUT-
of-Class Safety Handbook (Manitoba
 address the criteria identified in Education, Citizenship and Youth).
Considerations for Evaluating a Fitness Centre Teachers may choose to invite a fitness
 consider the risk factors identified in the program expert to the class to give
students an opportunity to try some of
applicable Physical Activity Safety Checklist(s) the fitness centre offerings (e.g., Pilates,
core training, yoga).
Depending on availability and scheduling,
consider having students visit a fitness centre. If
the local community does not have one, students could research one in a neighbouring
community (e.g., use the Internet, conduct a phone interview, mail out a questionnaire
that includes an envelope with return postage).

Following their fitness centre evaluation, students present their findings to the class.

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118  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 REFERENCES
For additional information, refer to the following websites:
Better Business Bureau of Manitoba and Northwest Ontario. Home Page.
<www.bbbmanitoba.ca/>.
Manitoba Education, Citizenship and Youth. OUT-of-Class Safety Handbook: A Resource for
Grades 9 to 12 Physical Education/Health Education. Winnipeg, MB: Manitoba
Education, Citizenship and Youth, 2008. The Physical Activity Safety Checklists are
available online at <www.edu.gov.mb.ca/k12/cur/physhlth/out of class/checklists/>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________
Suggestion for Instruction / Assessment

Advertising an Ideal Fitness Centre

Have students use the information provided in this lesson to

 conceptualize their ideal (fictitious) fitness centre (e.g., name, location, program),
using as a guide the criteria specified in Considerations for Evaluating a Fitness Centre
 create an advertisement promoting their ideal fitness centre (e.g., newspaper ad, flyer,
brochure, radio ad)
________________________________________________________________________________

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M o d u l e B , L e s s o n 5  119
MODULE C:
NUTRITION

Specific Learning Outcomes

Introduction

Lesson 1: Energy Intake

Lesson 2: Energy Expenditure

Lesson 3: Energy Balance

Lesson 4: Food Safety

Lesson 5: Advertising and Marketing Strategy

Influences on Food Purchases

Lesson 6: Food and Nutrition Myths and

Misconceptions Related to Physical Activity
and Sport Performance
MODULE C: NUTRITION

Specific Learning Outcomes

12.NU.1 Demonstrate understanding of the difference between a portion of food and

a Food Guide Serving.

12.NU.2 Evaluate personal food intake using Eating Well with Canada’s Food Guide.

12.NU.3 Demonstrate understanding of the relationship between the energy spent in

physical activity and healthy weight.

12.NU.4 Demonstrate the ability to estimate daily energy expenditure by analyzing

personal physical activity participation.

12.NU.5 Explain factors that contribute to energy balance and healthy weight.

12.NU.6 Examine the relationship between maintaining healthy weight and the
consumption of specific food substances.
Includes: sugar and fat

12.NU.7 Demonstrate strategies for making decisions about food and activity choices
that contribute to good health and healthy weight.

12.NU.8 Examine the causes and symptoms of food-borne illness (food poisoning)
and demonstrate understanding of ways to minimize the risk of food
poisoning.

12.NU.9 Demonstrate understanding of food advertising and marketing strategies

and their impact on food purchases.

12.NU.10 Demonstrate understanding of how food and nutrition myths and

misconceptions can affect day-to-day physical activity participation and
sport performance and overall health.
MODULE C: NUTRITION

Introduction
Food and beverage consumption is an essential part of our everyday lives. The food choices
we make can either contribute to our overall health and well-being or lead to a variety of
health concerns, such as cardiovascular disease, obesity, osteoporosis, cancer, and diabetes.

The lessons in Module C provide information and suggest strategies to help students
understand the importance of maintaining lifelong balance of energy expenditure and food
intake to achieve a healthy body weight. Healthy eating also involves understanding and
practising safe food handling, preparation, and storage.

In this module students also investigate ways to make healthier food choices by developing
their understanding of the language and marketing strategies employed by the food
industry. Along the way, students examine some common myths and misconceptions
associated with achieving this balance and explore their own eating habits.

Module C: Nutrition contains six lessons:

 Lesson 1: Energy Intake
 Lesson 2: Energy Expenditure
 Lesson 3: Energy Balance
 Lesson 4: Food Safety
 Lesson 5: Advertising and Marketing Strategy Influences on Food Purchases
 Lesson 6: Food and Nutrition Myths and Misconceptions Related to Physical Activity
and Sport Performance

Resources to support the lessons are provided in the Resource Masters section of this
document.

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123
M o d u l e C , I n t r o d u c t i o n 
Lesson 1: Energy Intake

Introduction
In this lesson students have the opportunity to practise the self-assessment skills they
have learned in previous years related to healthy eating. The suggested learning strategies
facilitate a review of the information in Eating Well with Canada’s Food Guide (Health
Canada), including Food Guide Servings, and offer students the opportunity to develop a
healthy eating goal.

REFERENCES
The following guides may be downloaded or ordered from the Health Canada website at
<www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php>:
Health Canada. Eating Well with Canada’s Food Guide. Ottawa, ON: Health Canada, 2007.
---. Eating Well with Canada’s Food Guide: First Nations, Inuit and Métis. Ottawa, ON:
Health Canada, 2007.
---. My Food Guide. 7 Jan. 2008.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Specific Learning Outcomes

12.NU.1 Demonstrate understanding of the difference between a portion of food and a

Food Guide Serving.
12.NU.2 Evaluate personal food intake using Eating Well with Canada’s Food Guide.
________________________________________________________________________________

Key Understandings

 Energy needs are higher during adolescence than at any other time of life.
 Commercial food portions have distorted consumer perception of reasonable food
serving sizes.
 Eating Well with Canada’s Food Guide (hereafter referred to as Canada’s Food Guide) is a
helpful resource to guide consumers in balanced eating.
________________________________________________________________________________

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M o d u l e C , L e s s o n 1  125
 Essential Questions

1. What is the difference between a portion of food and a Food Guide Serving?
2. How is Canada’s Food Guide used to evaluate food intake?
________________________________________________________________________________

Background Information

Making Healthy Food Choices with Canada’s Food Guide

The food we eat supplies our bodies with the essential nutrients (carbohydrates, fats,
proteins, vitamins, minerals, and water) needed for growth, health, and daily functioning.
These fundamental needs change throughout life, from early childhood, through
adolescence, and into every stage of adulthood. Nutrient and energy needs are at their
highest during the adolescent years. Bone and tissue development during this period,
along with the increased blood volume associated with rapid growth, contributes to the
increased nutrient and energy needs during adolescence. Meeting these requirements with
nutrient-dense foods supports proper growth and development. By learning to make
healthy food choices early in life we can decrease the risk of future health problems.

Canada’s Food Guide describes a pattern of eating

(i.e., the type, amount, and quality of food to NOTE TO TEACHER
consume each day) based on changing needs of The eating patterns recommended in
males and females throughout the life cycle. The Canada’s Food Guide are based on the
eating patterns take into account energy and energy needs of the majority of
nutrients required to support growth, as well as Canadians. Following this pattern is
calories/energy required at various ages to designed to support healthy weight
throughout the life cycle.
support healthy weight.

Food Portions

North Americans suffer from “portion distortion.” A food portion (or serving of food) is the
amount of food an individual chooses to eat. There is no standard amount for everyone.
For example, a toddler’s food portion will be much smaller than an adult’s portion. An
adolescent boy’s serving of food will likely be larger than that of an adult male.

As food portions have increased over the years, consumers have changed their
expectations of a reasonable serving of food, both at home and away from home.
Consequently, we are eating more than ever, without realizing it. It is increasingly
important to understand how to use Canada’s Food Guide effectively.

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126  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Food Guide Servings

Canada’s Food Guide recommends different numbers of daily Food Guide Servings in each
food group for males and females at various ages. A Food Guide Serving is a reference
amount of food in each food group. It helps people compare how much they eat with
what is recommended in Canada’s Food Guide. Everyone two years of age or older should
consume the recommended number of Food Guide Servings each day.

The recommended Food Guide Servings help us plan for and consume the right amount
of energy and nutrients throughout the day as meals and snacks. Physical activity
increases our energy and nutrient requirements. If we are very active, our extra caloric
needs should ideally come from a choice of nutrient-dense foods (i.e., larger portions or a
greater number of servings from the four good groups).

Foods to Limit

Canada’s Food Guide encourages us to limit consumption of foods and beverages that are
high in calories, fat, salt, or sugar, or those that do not contain significant amounts of
nutrients. No recommended number or size of servings is identified for the diverse
category of “foods to limit,” which ranges from soft drinks to potato chips. We are
encouraged to consume fewer of these “less healthy choices.” Foods to limit are not a
regular part of the eating pattern identified in Canada’s Food Guide.

________________________________________________________________________________
Suggestion for Instruction / Assessment

Identifying Food Guide Servings

This learning activity is designed to help students understand Food Guide Servings, using
Canada’s Food Guide as a reference. The menu items listed in RM 1–NU represent a day’s
food intake for someone between 14 and 18 years old.

Directions/Description
Provide each student with a copy of RM 1–NU. Ask students to
 indicate the number of Food Guide Servings and the food group(s) each menu item
represents
 place an asterisk (*) in the Foods to Limit column when a food contains added high fat
or high sugar components (e.g., salad dressing)
 calculate the total number of Food Guide Servings consumed from each food group
 enter the number of Food Guide Servings that males and females their age require
from each of the four food groups

Refer to RM 1–NU: Food Guide Servings Analyzer.

________________________________________________________________________________

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M o d u l e C , L e s s o n 1  127
 Suggestion for Instruction / Assessment

Food Group Servings Are Not As Big As You Think

This learning activity gives students hands-on practice in measuring serving sizes. Select a
few students to demonstrate this learning activity for the class. If time allows, have all
students participate.

Materials Required
Set up a measuring station with the following items:
 measuring cups, bowls, plates, glasses
 food scale
 various foods and beverages from each of the four food groups (see following list for
suggestions)
 a copy of RM 2–NU: A Guide to Food Guide Serving Sizes OR a copy of Serving Size
Poster (Dairy Farmers of Manitoba)

Suggested Foods and Beverages to Measure

Vegetables and Fruit Grain Products Milk and Meat and
Alternatives Alternatives
 whole fruit or vegetables  two different cereals  milk  canned beans
 canned fruit or vegetables (e.g., puffed wheat and (water may be  canned meat or fish
 juice o-type cereal) substituted for this  lunch meat
(water with food colouring  dry pasta (e.g., rotini, learning activity) (food model may
may be substituted for this macaroni)  yogurt be used)
learning activity)  cheese

Directions/Description
NOTE TO TEACHER
Have students
The intent of Food Guide Servings is not to limit
 serve food portions they usually eat (e.g., they portions of food at each meal to one Food Guide
pour the amount of cereal they normally eat Serving. The measure is designed to help
consumers understand how to meet the
into a bowl)
recommended amount of food consumption in
 estimate serving amounts (describe how many each food group daily (e.g., the serving of
potatoes on a plate may be two Food Guide
servings they think this amount represents)
Servings, or the large bowl of cereal eaten each
 measure the amount by pouring the food or morning may be three or four servings).
drink into a measuring cup For grain products, one can often use
weight/measure on food packages or labels to
identify servings. For example, a loaf of bread
may weigh 450 g and contain 16 slices:
450 ÷ 16 = 28 g or 1 serving
(30 g = 1 serving of grain products)

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128  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  identify the actual number of Food Guide Servings by comparing the amount they
usually eat with the amount recommended, using one of the following as a guide:
 Canada’s Food Guide
 RM 2–NU: A Guide to Food Guide Serving Sizes
 Serving Size Poster (Dairy Farmers of Manitoba)
Refer to RM 2–NU: A Guide to Food Guide Serving Sizes.

REFERENCE
The following poster is available from Dairy Farmers of Manitoba. The order form is
available online at <www.milk.mb.ca/NutritionOrder/default.asp>.
Dairy Farmers of Manitoba. Serving Size Poster. Winnipeg, MB: Dairy Farmers of Manitoba,
2008.

________________________________________________________________________________
Suggestion for Instruction / Assessment

How Do I Measure Up?

Working individually, students reflect on their personal food intake. Using RM 3–NU,
students analyze their food intake relative to recommendations in Canada’s Food Guide.
After students have assessed their own food consumption for one day, they write a
healthy eating goal in their Goal Manager (RM 4–FM).

Refer to RM 3–NU: How Do I Measure Up? and RM 4–FM: Goal Manager (Excel
spreadsheet).

The Excel spreadsheet is available on the CD-ROM version of this document, as well as
online at <www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e C , L e s s o n 1  129
Lesson 2: Energy Expenditure

Introduction
In this lesson students explore the energy expenditure of various levels of physical activity
(from resting metabolism to vigorous activity) and the potential impact of physical
activity on energy balance and healthy weight.

The human body is meant to move. The muscles, bones, heart, and brain improve through
regular activities of daily living and exercise. Lack of regular physical activity puts our
health at risk.

Decreased physical activity, coupled with an over-consumption of calories, allows the

efficient human body to store surplus energy as fat. Any food intake that results in an
excess of calories relative to how much the body burns off during the day through
physical activity is stored as fat, whether it comes from carbohydrates, fats, or proteins.

Canada is facing an obesity epidemic. Overweight and obese populations in Canada are at
increased risk for a variety of chronic health problems, and we are now beginning to see
diseases that are found in adults appearing in children as well. Canadians can expect to
see increasingly younger people suffering from heart disease, stroke, type 2 diabetes, and
joint damage. A 2007 report by Canada’s Standing Committee on Health states that
“today’s children will be the first generation for some time to have poorer health
outcomes and a shorter life expectancy than their parents” (Healthy Weights for Healthy
Kids 1).

REFERENCE
For additional information, refer to the following report:
Canada. House of Commons. Standing Committee on Health. Healthy Weights for Healthy
Kids: Report of the Standing Committee on Health. Ottawa, ON: Standing Committee on
Health, 2007. Available online at
<http://cmte.parl.gc.ca/Content/HOC/committee/391/hesa/reports/rp2795145/hesarp07
/05_Report-e.htm#part1> and on the National Library of Canada Electronic Collection
website at <http://epe.lac-bac.gc.ca/100/200/301/hoc_cttee_reports-
ef/health/healthy_weights-ef/hesarp07-e.pdf>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e C , L e s s o n 2  131
 Specific Learning Outcomes

12.NU.3 Demonstrate understanding of the relationship between the energy spent in

physical activity and healthy weight.
12.NU.4 Demonstrate the ability to estimate daily energy expenditure by analyzing
personal physical activity participation.
________________________________________________________________________________

Key Understandings

 The body requires energy for various life-sustaining functions and activities of daily
living.
 Regular physical activity increases the amount of energy spent each day.
 More energy is expended with vigorous activity than with low- and moderate-
intensity activity.
________________________________________________________________________________

Essential Questions

1. In what ways are calories spent?

2. What impact does the intensity of physical activity have on energy expenditure?
3. What role does physical activity play in energy balance and healthy weight?
________________________________________________________________________________

Background Information

Energy

When we consume plant and animal products, the carbohydrates, fats, and protein
(energy-containing macronutrients) are broken down during digestion, releasing energy
and nutrients. Some of the energy from these foods is used immediately for various body
functions, and some is stored as energy to be used at a later time.

The chemical energy provided by food is ultimately transformed into mechanical energy.
Mechanical energy is the capacity to do work (e.g., muscle contraction). As the intensity of
work increases, energy requirements also increase. For example, if we exercise at low
intensity for 10 minutes, the amount of energy expended will be far less than if we
exercise at high intensity for 10 minutes. The use of energy during work is referred to as
energy expenditure (EE).

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132  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 No energy is lost during the conversion of chemical energy into mechanical energy. For
example, the chemical energy of carbohydrates and fats is converted into mechanical
energy and heat energy. This process of converting food energy into mechanical work
goes on continuously, maintaining the body’s life-sustaining processes and keeping body
temperature at 37°C. When we exercise, we use the energy in food to make the muscles
contract, including the heart, and this requires energy. But since we are not perfectly
efficient in converting energy into work, we also create heat. Muscle contraction during
exercise increases our body temperature, which often makes us sweat to keep from over-
heating. During exercise, the energy demands of the body increase dramatically, often
resulting in significant increases in body temperature.

Energy (Calories)
NOTE TO TEACHER
While it is important to be familiar with The measure of the energy value in food and
calories, it is essential that students physical activity is expressed in several forms:
understand the concept of energy kilocalorie (kcal) or Calorie (equal to 1000
consumed in food, energy spent being calories).
active, and the balance between the two. 1 kcal = 1 Calorie = 1000 calories
In discussing energy value in food, it is
Energy is measured in units called calories. uncommon to use calories (with a lower case c);
Most of the food we eat contains energy, most references to a specific number of calories
actually refer to Calories.
and everything we do (even sleeping)
The measure of the energy value contained on
requires energy, resulting in caloric
the Nutrition Facts panel on food labels is
expenditure. expressed in Calories. In fact, Calories must be
listed on the Nutrition Facts panel, as shown in
The eating patterns described for males the following example.
and females of various ages in Canada’s
Food Guide are designed to meet the energy
requirements, as well as nutrient needs, of
most consumers. This means that
individuals who follow the recommended
eating patterns will consume an amount of
energy that supports healthy weight, even This food item
if they are relatively inactive. Maintaining contains
110 Calories
healthy body weight means, in general, in 1 cup or
that the energy consumed through food is 34 g serving.

approximately equal to the amount of

energy expended. More active individuals
should consume more Food Guide
Servings to meet increased energy needs. Caution
Avoid focusing on calorie counting. Ensure that
students understand that the eating patterns
outlined in Canada’s Food Guide and the “foods
__________ to limit” are designed to support healthy weight.
* Source: Health Canada. “Interactive Nutrition Label
and Quiz.” Food and Nutrition. 29 Mar. 2006.
<www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/cons/quiz1-eng.php>.

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M o d u l e C , L e s s o n 2  133
 Energy balance refers to the relationship between energy in (food consumption) and energy
out (physical activity).
 Positive balance refers to a situation where energy intake from food exceeds energy
expenditure from activity (fat gain).
 Negative balance refers to a situation where energy expenditure from physical activity
exceeds food intake (fat loss).

In the best scenario, we are able to expend lots of energy from physical activity, and then
have to eat sufficient food to balance the energy output. Restricting our food intake when
we have low physical activity levels is not a healthy lifestyle.

Storing Fat as Energy

Historically, the body’s ability to store energy as fat was extremely useful. Our cave-
dwelling ancestors may have spent several days stalking a meal before actually eating it.
The energy they stored from consuming the catch of the last hunt was important to
sustain them until their next meal.

Fat stores are still important today, as they help us to

 maintain body temperature
 build and maintain body tissue and cells
 protect internal organs
 fuel muscle movement

In our society, however, it is easy to over-consume food and store an excess of energy. In
addition, we have systematically reduced physical activity in our daily lives through all
the conveniences available to us (e.g., remote controls, elevators and escalators, cars to
travel even short distances). This remarkable decrease in daily physical activity is a key
factor in the obesity epidemic. An excess of stored energy (body fat), particularly around
the abdomen, is associated with increased risk of many diseases.

Energy Expenditure
The human body spends energy for many different purposes, such as life-sustaining
metabolic functions, digestion, and physical activity. Regardless of the purpose for which
the body spends energy, the energy expenditure will fall within one of the following three
categories:
 basal or resting metabolic rate (BMR or RMR)
 thermic effect of food (TEF)
 energy expenditure of activity (EEA)
Overall Energy Expenditure = RMR + TEF + EEA
A detailed description of each of these categories follows.

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134  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Basal or Resting Metabolic Rate

Basal or resting metabolic rate (BMR or RMR) is the amount of energy per minute the body
uses to maintain a quiet resting state. This is approximately 1 Cal per minute. Over the
course of the day (and night), a person will expend a substantial amount of calories just to
maintain the body (1440 minutes in a day x 1 Cal/min = 1440 Cal per day). Approximately
60% to 75% of the energy used every day is needed to maintain the essential body
functions that sustain life. These functions include nervous system activity, breathing,
heart function, maintenance of body temperature (thermoregulation), and hormone
activity.

BMR and RMR measurements are taken under different conditions:

 BMR measurements are typically taken in a darkened room upon waking after 8
hours of sleep and 12 hours of fasting (to ensure that the digestive system is inactive),
with the subject resting in a reclining position.
 RMR measurements are typically taken under less restricted conditions than BMR
measurements, and do not require the subject to spend the night sleeping in the test
facility prior to measurement. As a result, RMR has become the more popular
measure, and BMR is not often measured anymore.

Factors Affecting BMR/RMR

BMR/RMR, primarily related to lean tissue/fat-free mass, is influenced by a number of factors
working in combination, including the following:
 Age: Metabolism slows with age (2% to 3% per decade after 30 years of age), primarily due to
a loss in muscle tissue due to inactivity, but also due to hormonal and neurological changes.
 Gender: Generally, men have a faster metabolism than women because they tend to be larger
and have more muscle tissue.
 Body size: Larger adult bodies have more metabolically active tissue, which leads to a higher
BMR/RMR.
 Body composition: Muscle tissue uses more calories than fat, even at rest.
 Genetic predisposition: Metabolic rate may be partly determined by genes.
 Growth: Infants and children have a higher BMR/RMR related to the energy needs of growth
and maintenance of body temperature.
 Hormonal and nervous controls: Hormonal imbalances can influence how quickly or how
slowly the body burns calories.
 Environmental temperature: If temperature is very low or very high, the body has to work
harder to maintain a normal temperature; this increases the BMR/RMR.
 Infection or illness: BMR/RMR increases if the body has to build new tissue or create an
immune response to fight infection.
 Crash dieting, starving, or fasting: Eating too few calories encourages the body to
conserve through a potentially significant decrease in BMR/RMR. There can also be a loss of
lean muscle tissue, which further contributes to reducing BMR/RMR.
 Physical activity: Hard-working muscles require extra energy during activity. Regular exercise
increases muscle mass, which increases energy consumption, even at rest.
 Stimulants: Use of stimulants (e.g., caffeine) increases energy expenditure at rest. However,
this is not a healthy way to lose weight.

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M o d u l e C , L e s s o n 2  135
 Thermic Effect of Food

Thermic effect of food (TEF) is the energy required to process the food we eat.
Approximately 10% of the calories in a meal are used to digest, metabolize, and store the
food just eaten. The energy expenditure is directly related to the size of the meal and the
food composition (i.e., the amount of protein, fat, and carbohydrate). Energy is also used
for storing carbohydrates and fat as energy in body tissue.

Energy Expenditure of Activity

Energy expenditure of activity (EEA) is the amount of energy needed to fuel body movement
as it occurs in activities of daily living, including exercise. Muscle tissue consumes
approximately 20% of this energy at rest, but during vigorous exercise, the rate of energy
consumption by muscle tissue may go up 50 times or more. Physical activity can have a
dramatic impact on a person’s daily energy expenditure. During heavy physical exertion
(vigorous activity), the muscles may burn as many as 1200 Cal per hour in a very fit
individual. An unfit person may only be able to expend 200 Cal per hour. Involuntary
movements such as fidgeting and posture control (called NEAT: non-exercise activity of
thermogenesis) also contribute to EEA.

Exercise is an extremely important variable in the daily energy expenditure equation and
the maintenance of energy balance. Not only is exercise the most changeable component
during a 24-hour period, but it is also the one component that is completely under
voluntary control (for most people).

In addition to increasing caloric expenditure, exercise has many other benefits, including
building more muscle, better bones, and a better heart.

REFERENCES
For additional information, refer to the following resources:
American College of Sports Medicine (ACSM). ACSM’s Advanced Exercise Physiology. Ed. Charles
M. Tipton. Philadelphia, PA: Lippincott Williams & Wilkins, 2006.
---. ACSM's Metabolic Calculations Handbook. Ed. Stephen Glass and Gregory B. Dwyer.
Philadelphia, PA: Lippincott Williams & Wilkins, 2007.
---. ACSM's Resource Manual for Guidelines for Exercise Testing and Prescription. Ed. Leonard A.
Kaminsky, et al. 5th ed. Baltimore, MD: Lippincott Williams & Wilkins, 2006.

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136  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 The Cost of Being Sedentary

The rising rates of obesity are due as much to reduced energy expenditure (associated
with the Canadian population’s decreasing levels of physical activity) as to over-
consumption of calories. Canadian adolescents are spending more time on computers,
playing video games, and watching television than ever before. The 2007 report of the
Standing Committee on Health states: “On average, adolescents in Canada spend almost
35 hours a week in front of a screen, representing more time than in the classroom over
the course of the year” (Healthy Weights for Healthy Kids 4). Combining classroom and
screen time does not leave much time for active living. In fact, in 8- to 18-year-olds, the
average amount of time per day spent using media is at least 6 hours and 21 minutes a
day (Rideout, Roberts, and Foehr 36). This amount of time does not include time spent
sitting in class.

Another report indicates that more than half the young people ages 5 to 17 are not active
enough for optimal growth and development (Canadian Fitness and Lifestyle Research
Institute). The term active enough is equivalent to an energy expenditure of at least 8
kilocalories per kilogram of body mass per day.

Canada’s Physical Activity Guide for Youth (Public Health Agency of Canada) recommends
that young people participate in at least 90 minutes a day of moderate to vigorous
physical activity.

It is generally accepted that moderate physical activity expends between 3.5 Cal/min and
7 Cal/min and vigorous physical activity expends over 7 Cal/min. It is important to
understand that these are approximations only. An accurate calculation of the energy
expended is dependent on the body weight of the individual. If two people completed the
same physical activity for the same duration at the same heart rate, the individual with a
higher body weight would expend more Cal/min.

Below is an example of approximately how much energy would be expended if an

individual were to meet the minimum physical activity guidelines:

 Moderate physical activity: 60 min at 6 Cal/min = 360 Cal

 Vigorous physical activity: 30 min at 9 Cal/min = 270 Cal
With the addition of 90 minutes a day of physical activity, the total daily energy
expenditure can be increased by 630 Cal.

NOTE TO TEACHER
By following the eating patterns described in Canada’s Food Guide, individuals will meet the daily
energy (caloric) requirement for the average sedentary person. As students become more active,
they should choose (consume) the extra energy required from more Food Guide Servings.

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M o d u l e C , L e s s o n 2  137
 REFERENCES
For additional information, refer to the following reports:
Canada. House of Commons. Standing Committee on Health. Healthy Weights for Healthy
Kids: Report of the Standing Committee on Health. Ottawa, ON: Standing Committee on
Health, 2007. Available online at
<http://cmte.parl.gc.ca/Content/HOC/committee/391/hesa/reports/rp2795145/hesarp0
7/05_Report-e.htm#part1>.
Canadian Fitness and Lifestyle Research Institute. “Kids Fatter, Not Active Enough.” Tips for
Being Active. 6 June 2006. <www.cflri.ca/eng/lifestyle/1997/kids_fatter.php>.
Public Health Agency of Canada. Canada’s Physical Activity Guide for Youth. Ottawa, ON:
Public Health Agency of Canada, 2002. Available online at <www.phac-aspc.gc.ca/pau-
uap/fitness/downloads.html>.
Rideout, Victoria, Donald F. Roberts, and Ulla G. Foehr. Generation M: Media in the Lives of
8–18 Year-Olds. Menlo Park, CA: The Henry J. Kaiser Family Foundation, March 2005.
The full report is available online at <www.kff.org/entmedia/upload/Generation-M-
Media-in-the-Lives-of-8-18-Year-olds-Report.pdf>. The executive summary is available
at <www.kff.org/entmedia/upload/Executive-Summary-Generation-M-Media-in-the-
Lives-of-8-18-Year-olds.pdf>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.
________________________________________________________________________________
Suggestions for Instruction / Assessment

Energy Expenditure of Physical Activities

Determining Resting Metabolic Rate (RMR)

This learning activity is designed to help students understand the large energy
expenditure associated with life-sustaining metabolic processes as a part of daily energy
expenditure. Health Canada suggests males ages 17 to 18 need between 2450 and 2900 Cal
each day. Females of the same age need between 1750 and 2100 Cal each day. These are
estimates of the combined effects of resting metabolic rate and daily living activities,
including moving around at home or school, as well as moderate exercise (Health Canada,
“Estimated Energy Requirements”).

BMR/RMR can be estimated by adding a “zero” to body weight in pounds (e.g., for an
individual weighing 140 lbs. [63.5 kg], BMR/RMR is approximately 1400 Cal).

BMR/RMR can also be calculated by using the

following equations (Livingston and Kohlstadt): NOTE TO TEACHER
RMR (Female) = 248 x m(0.4356) – (5.09 x a)  Remember to use the order of
operations where exponents are
RMR (Male) = 293 x m(0.4330) – (5.92 x a) dealt with before multiplication.
 Where: m = body mass in kg; a = age in years.  In performing the calculations,
m is to the power of 0.4356 for
 This equation will yield the number of Calories women, or 0.4330 for men, and
required for a 24-hour period. NOT multiplied by.

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138  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Have students calculate female and male RMRs using RM 4–NU.

Refer to RM 4–NU: Resting Metabolic Rate (RMR) Calculator

(Excel spreadsheet).

The Excel spreadsheet is available on the CD-ROM version of this document, as well as
online at <www.edu.gov.mb.ca/k12/cur/physhlth/>.

Simple Example
(17-Year-Old Female at 56 kg)
Energy Expenditure Energy Intake
The body spends energy on various types of activity. The food we eat is important to supply nutrients and energy for health and to
“Activity” includes the movement we choose to do, as fuel activity. The more active we are, the more energy we spend each day. For
well as energy required to stay alive (e.g., metabolic example, the number of Calories needed to maintain energy balance for a 17-
activity such as heart beat, breathing, and maintaining year-old female is between 1750 Cal (sedentary individual) and 2400 Cal
body temperature). Estimated energy requirements (with 60 minutes of moderate daily activity).
are based on age, gender, and body weight.
Resting Metabolic Rate (17-Year-Old Female) Energy Intake to Meet Energy Food Guide Servings
Expenditure
Energy Required to Sustain Life Vegetables and Fruit = 6
Energy is required for breathing, nervous system Breakfast banana (large) 2
activity, maintaining body temperature, heart function, ½ plain bagel with apple (small) 1
and hormone activity. 1 tbsp peanut butter 195 Cal tomato sauce 1
(0.4356) 1 large banana 105 Cal salad 1
248 x m – (5.09 x a), 56 kg, 17 years old 1 cup milk (1%) 100 Cal cantaloupe 1
Energy Required to Sustain Life (per day) = 1350 Cal
400 Cal
+ Grain Products =6
Lunch bagel 1
Energy Required for Activities of Daily Living 1 slice pepperoni pizza 290 Cal pizza crust 1
Energy is required for daily activities, such as brushing 1 cup chocolate milk (1%) 160 Cal granola bar 1
teeth and hair, eating, sitting in class, sitting at a 1 granola bar (26 g) 110 Cal spaghetti 3
computer, texting, and so on. 1 small apple 47 Cal
607 Cal Milk and Alternatives = 4
Activities of Daily Living = Approximately 400 Cal milk (3 cups) 3
Dinner yogurt 1
+
2 cups spaghetti with meatballs
Active Living and tomato sauce 520 Cal Meat and Alternatives = 2
200 g garden salad with peanut butter ½
Walking Time 1 tbsp oil and vinegar dressing 109 Cal
5 min walk to school pepperoni ½
1 cup milk (1%) 100 Cal meatballs 1
5 min walk back from school ¼ cantaloupe 48 Cal
3 min of walking (4 classroom changes with
walk between classes) 777 Cal
15 min walk at lunch Total 1784 Cal
Walking Time = 28 min x 3 Cal/min = 86 Cal Foods to Limit =3
Snacks popcorn
Running Time 175 g cherry yogurt chocolate chip cookie
20 min run on treadmill at home (175 g = some small containers) 100 Cal granola bar
Running Time = 20 min x 11.5 Cal/min = 230 Cal 1 chocolate chip cookie 138 Cal
16.8 g (3 cups) microwave popcorn 78 Cal
Total 316 Cal 316 Cal
Total 2100 Cal
Total Energy Expenditure = Total Energy Intake =
1350 Cal + 400 Cal + 316 Cal = 2066 Cal for the Approximately 2100 Cal per day
day as described

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M o d u l e C , L e s s o n 2  139
 Determining the Energy Expenditure of Various Physical Activities

This learning activity is designed to help students understand the relationship between
the intensity of a physical activity and the corresponding energy required to perform that
activity. Each student will need to know his or her body weight.

Directions/Description
 Students identify several activities from their physical activity plan (or other
comparable activities) and locate them in RM 5–NU, which lists physical activities in
alphabetical order, as well as by intensity.
 Where a physical activity is listed more than once, students note the different levels of
intensity and select the level that best reflects their participation.
 Students then write a journal entry comparing and contrasting energy expenditure
associated with activities at different levels of intensity.

Refer to RM 5–NU: Energy Expenditure of Physical Activities

(Excel spreadsheet).

The Excel spreadsheet is available on the CD-ROM version of this document, as well as
online at <www.edu.gov.mb.ca/k12/cur/physhlth/>.

Determining Relative Energy Expenditure through Daily Physical Activity Intensities

In this learning activity, students gain a greater understanding of their personal daily
energy expenditure by examining their daily physical activities and categorizing them by
intensity level.

Directions/Description
 Students first determine the amount of time they spend engaged in physical activities
in various intensity categories over a three-day period using
RM 6–NU. Daily estimates will be more accurate if students first identify the number
of hours spent sleeping (resting), and then the time spent in vigorous or moderate
activity, and finally the time spent in very light or light activity. Activity descriptions
are provided in RM 6–NU. The total time must equal 24 hours.
 Students will use the 24-hour account of activities for the culminating Final Tally
activity in Module C, Lesson 3, where they will analyze physical activity by intensity
and food consumption habits and use the information to create a daily energy balance
plan.

Refer to RM 6–NU: Determining Daily Physical Activity Intensities.

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140  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 REFERENCES
For additional information, refer to the following websites:
CyberSoft, Inc. “Exercise Calorie Expenditures.” NutriBase.
<www.nutribase.com/exercala.htm>.
Health Canada. “Estimated Energy Requirements.” Food and Nutrition. 5 Feb. 2007.
<www.hc-sc.gc.ca/fn-an/food-guide-aliment/basics-base/1 1 1-eng.php>.
Livingston, Edward H., and Ingrid Kohlstadt. “Simplified Resting Metabolic Rate-Predicting
Formulas for Normal-Sized and Obese Individuals.” Obesity Research 13.7 (July 2005):
1255-62. The BMR equation is cited online at
<http://cat.inist.fr/?aModele=afficheN&cpsidt=17018417> (27 Oct. 2008).
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e C , L e s s o n 2  141
Lesson 3: Energy Balance

Introduction
As discussed in Module C, Lesson 2, energy expenditure is half of the energy balance
equation. To maintain a steady body weight, the energy spent should approximately equal
the energy consumed. Daily variations occur, but over time calories out and calories in
should be approximately equal.

Energy balance refers to the relationship between energy in (food consumption) and energy
out (physical activity).
 Positive balance refers to a situation where energy intake from food exceeds energy
expenditure from activity (fat gain).
 Negative balance refers to a situation where energy expenditure from physical activity
exceeds food intake (fat loss).

In this lesson students examine the impact of lifestyle choices (food intake and physical
activity) on energy balance and healthy weight.

Almost everything we eat and drink (except water) contains energy in the form of calories.
Human beings need energy to maintain body structures and functions, to grow, and to be
active. If less energy is spent in activity than is consumed in food, the body is able to store
extra calories in the form of body fat. Reduced levels of physical activity and/or over-
consumption of food create energy imbalance.

A review of personal food and activity habits will help students identify their own degree
of energy balance and make plans for positive change, if appropriate.

REFERENCE
To view a PowerPoint presentation entitled Finding the Right Balance, please visit the
MPETA website:
Manitoba Physical Education Teachers Association (MPETA). “Nutrition: Energy Balance.”
MPETA Resources. PowerPoint presentation. <www.mpeta.ca/resources.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e C , L e s s o n 3  143
 Specific Learning Outcomes

12.NU.5 Explain factors that contribute to energy balance and healthy weight.
12.NU.6 Examine the relationship between maintaining healthy weight and the
consumption of specific food substances.
Includes: sugar and fat
12.NU.7 Demonstrate strategies for making decisions about food and activity choices
that contribute to good health and healthy weight.
________________________________________________________________________________

Key Understandings

 Different food components provide different amounts of energy.

 The balance between energy expenditure and energy intake supports a healthy body and
a healthy body weight.
________________________________________________________________________________

Essential Question

1. How is energy balance achieved and maintained?

________________________________________________________________________________

Background Information

Energy Balance

As noted in Module C, Lesson 2, Health Canada suggests males ages 17 to 18 need

between 2450 and 2900 Cal each day. Females of the same age need between 1750 and
2100 Cal each day (Health Canada, “Estimated Energy Requirements”).

The macronutrients in food provide the body with calories: carbohydrates and proteins
each supply 4 kcal per gram, and fat provides 9 kcal per gram (alcohol provides 7 kcal per
gram but should not be considered a positive energy source). The recommended intake
for each of these nutrient categories for 14- to 18-year-olds is as follows (Health Canada,
Eating Well with Canada’s Food Guide: A Resource for Educators and Communicators 4):
 Protein: 10% to 30% of daily energy intake
 Fat: 25% to 35% of daily energy intake
 Carbohydrate: 45% to 65% of daily energy intake

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144  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 An Acquired Taste

Many people like the taste of sugar and the taste and texture of fat. This is why snack
foods and fast foods appeal to many people. It is important for both teenagers and adults
to be aware of their intake of high fat and/or sugar-laden (empty calorie) foods, and to
have a plan to change the level of consumption, if appropriate.

Sugar Surprise

Sugar occurs naturally in food, and it may be added as an ingredient. Health Canada
encourages consumers to limit the intake of foods high in sugar, as they are often also a
source of empty calories in the diet (i.e., energy without nutrients). In addition, individuals
with high sugar consumption are more likely to have relatively poor intake of other
important nutrients.

Information on food labels helps consumers to identify

sugar in food. The Nutrition Facts table on food labels lists
both natural and added sugar as Sugars under the heading
Carbohydrate (see example). The Ingredients list on food
labels helps distinguish between added and natural sugars.
If there are no sugar items on the Ingredients list, no sugar
has been added, and any sugar listed under Carbohydrate
on the Nutrition Facts label is present naturally in the food
(e.g., grains, fruit, milk, legumes). Items on the Ingredients
list ending in ose (e.g., sucrose, glucose, fructose) are added
sugars, as are syrup, molasses, and so on. Ingredients
closer to the beginning of a list are present in larger
amounts by weight than those appearing later in the list. * Source: Health Canada. “Interactive
Nutrition Label and Quiz.” Food and
In addition to checking food labels for sugar content, look Nutrition.
<www.hc-sc.gc.ca/fn-an/label-
at the Eat Well box on the back of Canada’s Food Guide for a etiquet/nutrition/cons/quiz1-
list of foods to limit, many of which are high in sugar. eng.php>.

REFERENCES
For additional information, refer to the following resources:
Health Canada. Eating Well with Canada’s Food Guide. Ottawa, ON: Health Canada, 2007.
Available online at <www.hc-sc.gc.ca/fn-an/food-guide-aliment/index_e.html>.
---. Eating Well with Canada’s Food Guide: A Resource for Educators and Communicators.
Ottawa, ON: Health Canada, 2007. Available online at <www.hc-sc.gc.ca/fn-
an/alt_formats/hpfb-dgpsa/pdf/pubs/res-educat-eng.pdf>.
---. “Estimated Energy Requirements.” Food and Nutrition. 5 Feb. 2007. <www.hc-
sc.gc.ca/fn-an/food-guide-aliment/basics-base/1_1_1-eng.php>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e C , L e s s o n 3  145
 Suggestion for Instruction / Assessment
Sugar Surprise: How Many Cubes?
For this learning activity, have students use the information on food labels, or nutrition
information from restaurants and/or websites, to identify the grams of sugar in various
popular large-size beverages and several sweet snack foods.

Directions/Description
 One teaspoon (a cube) of sugar is equal to 4 g, and 1 g equals 4 Cal. With this in mind,
students create a graphic representation (e.g., poster, display) of a food item with high
sugar content. Have them include
 the food container, accompanied by a statement of the calories and grams of sugar
the food contains
 the appropriate amount of sugar in a container (e.g., plastic bag) or number of
sugar cubes glued below the product
 Students then review the difference in the calorie and sugar content of the super-size
version of a product (e.g., a slushy beverage) and a smaller size of the same product.
 Using the Think-Pair-Share learning strategy (see Appendix E), students look at the
serving size listed on the Nutrition Facts label of selected snack foods or beverages and
compare it to the size of the container. Consider having student answer questions such
as the following:
1. Does the serving size reflect the whole package, or would one consume several
servings if one ate the content of the whole package?
2. Do you think you (consumers) would usually eat only one serving, or would you
likely eat the whole thing?
3. Do you think the serving size listed on snack foods and beverages could mislead
consumers? Explain.
________________________________________________________________________________

Background Information
Fat . . . in Moderation
Fat is an integral part of healthy eating for everyone. It is a source of fat-soluble vitamins
(i.e., Vitamins A, D, and E) and essential fats. Fat is part of every cell in the body and helps
absorb important nutrients.

Health Canada and the Canadian Paediatric Society encourage a transition from the
higher-fat intake of childhood to a pattern of lower-fat eating at the “end of linear growth”
or when adult height has been achieved after puberty (Waldron 137). Healthy eating for
teenagers should focus on a wide variety of food from all four food groups, with a limited
intake of added fat (e.g., deep-fried food and snack foods, donuts, pastries, sauces, gravies).
For adults, lower-fat eating has been associated with good health.

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146  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Essential Fats

Canada’s Food Guide recognizes the importance of

consuming essential fats. These fats must come from food, as
our bodies cannot produce them. They are necessary to
manufacture and repair cell membranes throughout the
body, especially brain and nerve cells and eyes. Consuming
a small amount (30 to 45 mL) of oil, such as canola, olive, or
soybean oil, each day (e.g., in stir-fries, salad dressing)
ensures a source of these important fats for our bodies.
* Source: Health Canada.
“Interactive Nutrition Label and
Quiz.” Food and Nutrition.
Trans Fats <www.hc-sc.gc.ca/fn-an/label-
etiquet/nutrition/cons/quiz1-
eng.php>.
Trans fats occur naturally in foods and are created
artificially in commercial processing of oils into
solid fat through a process called hydrogenation. NOTE TO TEACHER
Consuming industrially created trans fats increases Small amounts of trans fat occur
the risk of heart disease, as it increases the bad low- naturally in animal-based foods, such as
density lipoprotein (LDL) cholesterol in the blood, dairy products, beef, and lamb. These
and decreases the good high-density lipoprotein naturally occurring fats are excluded in
(HDL) cholesterol in the blood. The report of the the Trans Fat Task Force
recommendations.
Trans Fat Task Force (Health Canada) recommends
limiting trans fat consumption.

REFERENCES
For additional information, refer to the following resources:
Health Canada. TRANSforming the Food Supply: Final Report of the Trans Fat Task Force.
Ottawa, ON: Health Canada, June 2006. Available online at <www.hc-sc.gc.ca/fn-
an/nutrition/gras-trans-fats/tf-ge/tf-gt_rep-rap-eng.php>.
Joint Working Group of Canadian Paediatric Society (CPS) and Health Canada. Nutrition
Recommendations Update: Dietary Fat and Children. Ref. No. N94-01. Approved by CPS
Board of Directors 1994, reaffirmed March 2004.
Waldron, Sheridan. “Dietary Education and Outcomes for Young People with Type 1
Diabetes.” Canadian Journal of Diabetes 29.2 (2005): 133–41. Available on the Canadian
Diabetes Association website at <www.diabetes.ca/Files/Waldron--FINAL.pdf>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e C , L e s s o n 3  147
 Suggestion for Instruction / Assessment

Find the Fat

Snack foods, pastries, gravies, sauces, and food-preparation

methods (e.g., deep frying) add fat to our diets every day, NOTE TO TEACHER
often without our realizing how much. Consider having students visit a
supermarket to give them an
The information on the Nutrition Facts table on food labels opportunity to investigate a variety of
helps consumers make decisions about food. Each food food products in different sizes, with
different preparation methods (e.g.,
label must identify a serving size and a list of nutrients
baked, not fried).
present in that amount of the food, including fat.

To help students identify common sources of high-fat snacks and foods, have them
compare different types of foods and different serving sizes of the same foods, and record
their results using RM 7–NU.

Examples of foods to compare:

 commercial French fries and oven-baked fries
 varieties of air-popped popcorn
 potato chips and other snack foods (baked and fried)
 battered deep-fried chicken and broiled or baked chicken
 donut and small bagel or English muffin
For this food-comparison task, have students use the information from
 Nutrition Facts labels
 comprehensive nutrient tables (e.g., see Health Canada, Nutrient Value of Some
Common Foods)
 websites of individual fast food restaurants
Refer to RM 7–NU: Find the Fat.

REFERENCE
For additional information, refer to the following resource:
Health Canada. Nutrient Value of Some Common Foods. Ottawa, ON: Health Canada, 2008.
Available online at <www.hc-sc.gc.ca/fn-an/nutrition/fiche-nutri-data/nutrient_value-
valeurs_nutritives-eng.php>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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148  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Background Information

The Balancing Act

Canadian adolescents and adults are finding it increasingly difficult to maintain a healthy
body weight. With easy and constant access to food and a decreasing need to move while
accomplishing daily activities, energy output and input are frequently out of balance,
making it easy to store extra body fat.

Factors Associated with Energy Imbalance Ideas to Fix Energy Imbalance

Over-consumption of food related to Ideas for reasonable food consumption
 availability of super-size portions of fast foods  avoid choosing super-size portions
 taste for flavour of foods high in sugar and fat  enjoy tasty food in reasonable portions
 availability of fatty, overly sweet, low-nutrient snack  eat nutritious snack foods
foods  be aware of food packaging and
 abundance, convenience, visibility, and attractive promotions and their purpose (e.g., to
packaging of foods increase the amount or size of the food
 food promotions and advertising items we chose to buy)
 role models and influences  check the energy content on food labels
 lack of understanding about energy content of foods  avoid eating while doing something else
 eating while doing something else (e.g., watching TV) (e.g., homework)
Lack of physical activity related to Ways to become more active
 time spent watching TV, using computers, doing other  set a limit to TV and computer time
on-screen activities, sitting in class  walk rather than drive, if possible
 time management—too busy to exercise (e.g., “need”  find an activity you enjoy, and do it
to work) regularly
 concern about personal safety  play with children if you babysit or have
 transportation (e.g., I used to walk to school, now I younger siblings
drive every day)  find a friend to be active with
 other activities and responsibilities  try to avoid choices that, over time,
 lack of motivation significantly change energy balance (e.g.,
 shortage of money (e.g., can’t afford to register for driving regularly instead of walking)
hockey league)  participate in free or low-cost activities

________________________________________________________________________________

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M o d u l e C , L e s s o n 3  149
 Suggestions for Instructions / Assessment

The Balancing Act

As students move into young adulthood, they may not realize how changes in their day-
to-day routines affect opportunities for food intake and energy expenditure. The following
learning activities are intended to help students recognize personal energy imbalance,
reflect on what caused the imbalance, and identify realistic opportunities for
improvement.

Energy Imbalance

Ask students how they think energy imbalance happens in teenagers’ lives. Initially,
imbalances can be small and unnoticed, but over months and years, they can add up to
weight gain and the many health problems that plague so many Canadians today.

Ask students to identify factors that contribute to

energy imbalance and potential weight gain in NOTE TO TEACHER
themselves, family members, friends, and society in Treat the topic of potential
general. The factors can be either food related or weight gain with sensitivity, as
activity related (see examples provided in Teacher issues of body image and self-
Background). Record student comments on the left esteem may arise. Potentially
side of an overhead projection of RM 8–NU. The right sensitive content is to be treated
in ways that are appropriate for
side will be completed in Fixing Energy Imbalance the local school, school division,
(see below). This information will be used in Final and community context.
Tally (see next page).

Refer to RM 8–NU: Some Lifestyle Choices Can Lead to Energy Imbalance—

How Does It Happen?

Fixing Energy Imbalance

Now that factors associated with energy imbalance have been identified and recorded, ask
students how they think this imbalance can be overcome (e.g., How can teenagers spend
more energy being active, or make food choices that better reflect daily energy needs?).
Encourage students to make suggestions they think are realistic for them. Record student
comments on the right side of RM 8–NU.

Refer to RM 8–NU: Some Lifestyle Choices Can Lead to Energy Imbalance—How

Does It Happen?

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150  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Final Tally

Students will refer to information and assessments from previous lessons and generate a
personal plan to modify energy imbalance, if appropriate.

Provide each student with a copy of RM 9–NU: My Lifestyle Choices and Energy Balance.
Students work individually in completing this RM.

 Food Consumption
 Working individually, students review their record of food intake and
accompanying healthy eating goal, as noted in RM 3–NU: How Do I Measure Up?
(see Module C, Lesson 1). They also consider what they learned about their own
food choices in the Sugar Surprise and Find the Fat learning activities suggested
earlier in this lesson.
 Students identify food habits (or factors related to how/why they choose foods)
that may contribute to energy imbalance, listing the factors on the left side of RM
9–NU. (Students may refer to the class list from RM 8–NU to help generate their
own list.) On the right side of RM 9–NU, students identify an action that will help
them counter the impact of each factor they recorded related to food choices, if
appropriate.

 Physical Activity
 Students review the average number of
hours they spent per day in activities of NOTE TO TEACHER
moderate and vigorous intensities, as Of the 90 minutes of physical activity, 30
calculated in step 4 of RM 6–NU: minutes should be of vigorous intensity and
Determining Daily Physical Activity 60 minutes should be of moderate intensity.
Intensities (see Module C, Lesson 2). This activity does not have to come from one
Remind students that Canada’s Physical bout of exercise, but can be accumulated
from brief intervals throughout the day (e.g.,
Activity Guide for Youth (Public Health
climbing stairs, walking to and from school).
Agency of Canada) recommends 90 The accumulation of more physical activity
minutes of daily physical activity (at least time per day may require setting shorter-
60 minutes of moderate activity and 30 term goals that work toward more physical
minutes of vigorous activity). activity and less “non-active” time.

 On the left side of RM 9–NU, students

identify factors that may contribute to energy imbalance with respect to lack of
physical activity, keeping in mind the goal identified in Canada’s Physical Activity
Guide for Youth. (Students may refer to the class list from RM 8–NU to help
generate their own list.) On the right side of RM 9–NU, students identify an action
that will help them counter the impact of each factor they recorded related to
physical activity, if appropriate. These actions may be linked to the OUT-of-class
activities students choose for their physical activity plan.

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M o d u l e C , L e s s o n 3  151
  A Personal Plan
 Students reflect on their personal learning in Module C, Lessons 1 to 3, and the
solutions generated in Food Consumption and Physical Activity on the
previous page.
 Students write a paragraph at the bottom of RM 9–NU, outlining what they have
learned about themselves and energy balance and reflecting upon positive changes
they can realistically implement in their daily lives with respect to food choices
and physical activities. They indicate where they can make positive changes and
what they plan to do.
Refer to the following RMs:
RM 3–NU: How Do I Measure Up?
RM 6–NU: Determining Daily Physical Activity Intensities
RM 8–NU: Some Lifestyle Choices Can Lead to Energy Imbalance—How Does It
Happen?
RM 9–NU: My Lifestyle Choices and Energy Balance

REFERENCE
For additional information, refer to the following resource:
Public Health Agency of Canada. Canada’s Physical Activity Guide for Youth. Ottawa, ON:
Public Health Agency of Canada, 2002. Available online at <www.phac-aspc.gc.ca/pau-
uap/fitness/downloads.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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152  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 4: Food Safety

Introduction
As students become more independent, their responsibility for purchasing and preparing
their own food also increases. Whether they choose prepared or pre-packaged food, cook
food from scratch, or bring leftovers home from a restaurant meal, students need to know
how to handle and store food properly to ensure the food they eat is safe.

Canada has one of the best and safest food supplies in the world. Food safety is multi-
faceted, involving all stages of food handling, from production to distribution. The
Canadian government has established an agency that enforces policies and standards, set
by Health Canada, governing the safety and nutritional quality of all food sold. The
Canadian Food Inspection Agency (CFIA) is authorized to direct industry to remove
potentially harmful food products from shelves. The agency also educates the public
about the safe storage, handling, and preparation of food.

Despite all the precautions taken to ensure safe food, “public health experts estimate that
there are 11 to 13 million cases of food-borne illness in Canada every year,” costing over
$1 billion in health care costs, legal fees, and lost wages (CFIA). In most cases, the
pathogenic organism is present because the food was not handled or stored properly.
Most cases of food-borne illness can be prevented with safe food-handling practices. That
is the focus in this lesson.

REFERENCE
For additional information, refer to the following website:
Canadian Food Inspection Agency (CFIA). “Causes of Food Borne Illness.” Food. 2 Aug.
2006. <www.inspection.gc.ca/english/fssa/concen/causee.shtml>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Specific Learning Outcome

12.NU.8 Examine the causes and symptoms of food-borne illness (food poisoning) and
demonstrate understanding of ways to minimize the risk of food poisoning.
________________________________________________________________________________

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M o d u l e C , L e s s o n 4  153
 Key Understandings

 There are many causes of food-borne illness.

 Different foods have different levels of risk of contamination.
 Proper food handling by consumers from the time of purchase to consumption
reduces the risk of food-borne illness.
________________________________________________________________________________

Essential Questions

1. What are the causes of food-borne illness?

2. What are the best ways to keep food safe?
________________________________________________________________________________

Background Information

As students become increasingly independent, it is essential that they have the proper
skills to handle, prepare, and store food, and are aware of the potential for food
contamination.

Causes of Food-Borne Illness

According to the Centers for Disease Control and Prevention, more than 250 known
illnesses can be transmitted through food. Unknown or undiscovered agents cause a high
percentage of all food-borne illnesses and related hospitalizations. Many people do not
report their illness because they suffer mild symptoms and recover quickly.

Food usually becomes contaminated through improper consumer handling, preparation,

or storage (e.g., individuals who do not wash their hands after using the washroom or
have infections themselves often cause contamination). Given the right conditions, the
harmful organisms can multiply to millions in a very short period of time.

Sickness caused by contaminated food is referred to as food-borne illness or food poisoning.

The organisms that cause food-borne illness are too small to see, they don’t smell, and
they don’t have a taste.

The symptoms of food poisoning range from mild stomach cramps to nausea, vomiting,
diarrhea, and fever, which can be life-threatening to very young children, seniors,
pregnant women, and people whose immune systems are already weakened. Some people
may become ill after ingesting only a few harmful organisms, while others may remain
symptom-free after ingesting thousands.

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154  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 High-Risk Foods

All foods can cause food-borne illness, and contamination can occur in the production,
processing, or packing of food. Foods that can easily support the growth of harmful
organisms are known as high-risk foods.

Examples of high-risk foods are

 meat and poultry such as chicken and turkey (raw and cooked)
 fish and seafood
 eggs
 prepared salads such as coleslaw, pasta salads, and rice salads that contain
mayonnaise
 dairy products
 cooked rice
 cooked pasta
 prepared fruit salads
 processed meats such as salami and ham
Low-Risk Foods

Low-risk foods do not require refrigeration until opened. These foods tend to be high in
sugar, salt, or acid, and/or low in water content.

Examples of low-risk foods are

 bread and most baked goods
 jam and preserves
 syrups and vinegars
 hard cheese
 peanut butter
 nuts, seeds, and dried fruit
 fresh fruit and vegetables (they can become contaminated after cutting and should
always be washed before eating)

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M o d u l e C , L e s s o n 4  155
 REFERENCES
For additional information, refer to the following websites:
Australia. State of Victoria. “Food Safety.” Better Health Channel.
<www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/hl_foodsafety?OpenDocument>.
Centers for Disease Control and Prevention. “Frequently Asked Questions.” Foodborne Illness.
10 Jan. 2005.
<www.cdc.gov/ncidod/dbmd/diseaseinfo/foodborneinfections_g.htm#consumersprotect>.
Health Canada. “Safe Food Handling.” Food and Nutrition. <www.hc-sc.gc.ca/fn-
an/securit/handl-manipul/index-eng.php>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Suggestion for Instruction / Assessment

What’s Bugging You?

Working alone or in small groups, students research

any three food-borne pathogens from the list FOOD-BORNE PATHOGENS
provided. As a result of their research, students
 Bacillus cereus
should be able to answer the following questions
 Campylobacter jejuni
related to each selected pathogen:
 Clostridium botulinum
1. What are the common food sources of the  Clostridium perfringens
pathogen?  Cryptosporidium parvum
2. Describe the symptoms and/or effects related to  Escherichia coli 0157:H7 (E. coli)
the pathogen.  Giardia lamblia
 Hepatitis A
3. Outline the time it takes for the onset of
 Listeria monocytogenes
symptoms and the duration of the illness caused
 Norovirus or Norwalk virus
by the pathogen.
 Salmonella
4. Describe any preventive measures that can be  Shigella
taken to reduce and/or prevent illness from the  Staphylococcus aureus
pathogen.
 Toxoplasma gondii
5. Explain why people need to be concerned about  Vibrio
the illness caused by the pathogen.  Yersinia

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156  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 REFERENCES
For additional information about food-borne pathogens, refer to the following websites:
Canadian Partnership for Consumer Food Safety Education. “Fact Sheets.” Food Safety Tips.
<www.canfightbac.org/cpcfse/en/safety/safety_factsheets/>.
U.S. Food and Drug Administration (FDA). Center for Food Safety and Applied Nutrition. Bad
Bug Book: Foodborne Pathogenic Microorganisms and Natural Toxins Handbook. 28
Dec. 2007. Available online at <www.foodsafety.gov/~mow/intro.html>.
---. “Foodborne Illness: What Consumers Need to Know.” Food Safety Education. Sept. 2001.
<www.foodsafety.gov/~dms/fsefborn.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Background Information

Contamination Protection and Food Safety

Consumers can help protect themselves from food-borne illness by learning more about
the growth and spread of organisms/micro-organisms and by practising effective
preventive measures.

 What do organisms/micro-organisms need in order to grow and multiply?

Organisms/micro-organisms need the following conditions to multiply:
 Food: Food is a basic requirement for growth.
 Moisture: Many micro-organisms will not grow in dry food. High salt, acid
(vinegar), or sugar content will inhibit growth in moist foods.
 Temperature: Optimal temperature for the growth of micro-organisms is between
4°C and 60°C. This temperature range is known as the food danger zone.
 Air: Most micro-organisms (but not all) require oxygen to grow. Botulism is one
exception and thrives in anaerobic environments.
 Time: When the above conditions are ideal, micro-organisms can grow rapidly.
 How are micro-organisms transferred/spread?
Micro-organisms may be present naturally in foods or transferred on people’s hands,
through coughs, other foods, utensils, equipment, water, or pests.

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M o d u l e C , L e s s o n 4  157
  How can the growth of micro-organisms be prevented?
We can prevent food-borne illness by following these simple steps:
 Prevent micro-organisms from spreading by protecting food from contact with
contaminated objects. This includes people, dirty equipment, utensils, and possibly
other foods.
 Stop micro-organisms from growing by eliminating conditions that encourage
growth. The most effective way to keep micro-organisms from multiplying is to
keep food out of the danger zone. Keep cold foods below 4°C and hot foods above
60°C.
 Finally, destroy the micro-organisms. Most micro-organisms cannot survive
temperatures above 75°C for 30 seconds. We can make food safe by cooking it. The
temperature that makes and/or keeps food safe is also used to sanitize dishes and
equipment. Certain chemicals (such as bleach) also kill micro-organisms. These
sanitizing agents are the best means to clean countertops and large equipment.
Everyone has a responsibility to help keep food fresh and safe by following safety
guidelines related to handling, preparing, cooking, serving, and storing food.

Refer to RM 10–NU: Safe Food Guidelines.

REFERENCE
For additional information about preventing food-borne illness and food safety, refer to the
following website:
Manitoba Agriculture, Food and Rural Initiatives. “Handling Food at Home.” Consumer Food
Safety. Nov. 2005. <www.gov.mb.ca/agriculture/foodsafety/consumer/cfs01s04.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Food Safety Errors: Case Studies

Provide students with an opportunity to read the case studies of food safety errors
presented in RM 11–NU. Students determine what the errors were and identify steps that
could have been taken to keep food safe. They can use the safety information from
RM 10–NU to assist them.

Refer to RM 10–NU: Safe Food Guidelines and

RM 11–NU: Food Safety Errors: Case Studies.

________________________________________________________________________________

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158  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Suggestion for Instruction / Assessment

Food Safety Game

Consider having students develop questions and answers for a food safety game. Sample
questions and answers related to food safety are available online.

REFERENCE
For sample questions and answers related to food safety, refer to the following website:
Canadian Food Inspection Agency. “Food Safety Wheel Game: Questions and Answers.”
Food: Consumer Centre. 3 May 2004.
<www.inspection.gc.ca/english/corpaffr/educ/gamejeu/safsale.shtml>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

_____________________________________________________________________________
M o d u l e C , L e s s o n 4  159
Lesson 5: Advertising and Marketing Strategy Influences on Food Purchases

Introduction
In this lesson students investigate the diverse and complex advertising and marketing
strategies that the food industry uses to entice consumers to purchase products. While
some strategies are very obvious, others are subtle, and often exploitive.

This lesson provides students with an opportunity to identify advertising and marketing
ploys through hands-on experiences. They also determine the impact of food marketing
strategies on their own consumer practices.

________________________________________________________________________________

Specific Learning Outcome

12.NU.9 Demonstrate understanding of food advertising and marketing strategies and

their impact on food purchases.

________________________________________________________________________________

Key Understandings

 Food producers and advertisers use a range of strategies to influence consumers’ food
purchases.
 Understanding marketing strategies helps individuals to be informed consumers.
________________________________________________________________________________

Essential Questions

1. What are some common food advertising and marketing strategies?

2. What can individuals do to be more informed consumers?

________________________________________________________________________________

Background Information

Television is the primary medium used for food advertising, followed by magazine
advertising. Canadian radio and television advertising must comply with the Food and
Beverage Clearance Section of Advertising Standards Canada (ASC). Currently, no federal
legislation is applied to print advertising for food and beverages (print advertisements
may be voluntarily submitted for review to the Canadian Food Inspection Agency’s Food
Labelling Information Service).

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M o d u l e C , L e s s o n 5  161
 REFERENCES
For more detailed information regarding food and beverage advertising, refer to the
following websites:
Advertising Standards Canada (ASC). “ASC Bulletin: Strengthening the Framework for
Regulating Children’s Advertising.” ASC Clearance Service.
<www.adstandards.com/en/clearance/strengtheningTheFramework.asp>.
Canada Business: Services for Entrepreneurs. Food Labelling.
<www.canadabusiness.ca/servlet/ContentServer?cid=1081944198739&lang=en&page
name=CBSC FE%2Fdisplay&c=Regs>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________
Suggestion for Instruction / Assessment

What Does the Package Say?

Make available to students, or have students bring to class, a variety of food packages
(e.g., common or uncommon food, healthy or “less healthy” food). Ensure that the cost of
each item is available or marked on the product.

As an activating strategy, facilitate a class discussion about the food packages. Have
students address questions such as the following:
1. What key messages are found on the various food packages?
2. Do the products make any nutrition claims? Explain.
3. Which demographics do you think are the primary targets for the products?
4. What features would draw consumers’ attention to the products (e.g., wording, colour,
images)?
5. Which product has the most appealing package to attract consumers? Explain.
6. Which product is the most nutritious? least nutritious?
7. Which product is the most expensive? least expensive?
________________________________________________________________________________

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162  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Background Information

Nutrient Content Claims

Many food labels are now making nutrient content claims in response to consumer health
concerns. Food packages often make nutrient content claims by including words or
phrases such as 0 trans fats, light, low calorie, good source of fibre, reduced fat, and so on. What
do these phrases really mean, and are they regulated?

In Canada, manufactures must include nutrition facts on most pre-packaged food. Nutrient
content claims do not have to appear on food packages; however, when they are included,
they generally appear on the front of the food packages to draw attention to a specific
aspect of the food. When food packages include nutrient content claims, consumers can be
reassured that the claims made meet specific government criteria.

Consumers concerned about healthy eating can examine the Nutrition Facts label and list
of ingredients on food packages, as well as explore what the nutrient content claims mean.

To review some common Canadian nutrient content claims, refer to

RM 12–NU: Food Label Dictionary.

REFERENCES
For additional information on food and nutrition labelling, visit the following websites:
Canadian Food Inspection Agency. “Chapter 7: Nutrient Content Claims.” 2003 Guide to
Food Labelling and Advertising.
<www.inspection.gc.ca/english/fssa/labeti/guide/ch7e.shtml#7.1>.
Health Canada. “Factsheet Listing.” Nutrition Labelling—Get the Facts! 16 Jan. 2008.
<www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/educat/te background-le point-
eng.php>.
---. Nutrition Labelling—Get the Facts! 16 Jan. 2008. <www.hc-sc.gc.ca/fn-an/label-
etiquet/nutrition/educat/te background-le point-08-eng.php>.
International Food Information Council. “Lesson 3: Label Talk!” The New Food Label: A
Food Label Education Program for High School Students. 1 July 1994.
<www.ific.org/publications/other/tnflles3.cfm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

Common Advertising Strategies

Advertising is all around us. Every day we are bombarded with advertising, in every form
of media, related to many different products. Food is, of course, an extremely popular and
frequently advertised commodity. All producers are in competition trying to entice
consumers to buy their products with a variety of advertising strategies.

________________________________________________________________________________

_____________________________________________________________________________
M o d u l e C , L e s s o n 5  163
 Suggestion for Instruction / Assessment

Food Advertising Strategies

As a class, examine some misleading or deceptive advertising strategies, sometimes called

hidden persuaders, which are intended to convince consumers to buy products. Discuss
how these strategies affect our food choices.

The Media Awareness Network website, for example, offers a variety of media education
resources, including information about food advertising strategies.

REFERENCES
For additional information on advertising strategies, visit the following websites:
Berger, Arthur Asu. “How to Analyze an Advertisement: Finding Ads’ Hidden Messages.”
Media & Values 37 (Fall 1986): n.p. Available on the Center for Media Literacy website
at <www.medialit.org/reading_room/article227.html>.
Center for Media Literacy. Common Advertising Strategies: Student Handout. Media
Awareness Network. <www.media-awareness.ca/english/resources/educational/
handouts/advertising_marketing/common_ad_strats.cfm>.
Media Awareness Network. Food Advertising Strategies: Student Handout. <www.media-
awareness.ca/english/resources/educational/handouts/advertising_marketing/food_ad_s
trategies.cfm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

Journal Entry

Have students record a journal entry in which they respond to questions such as the
following:
1. What is your favourite food commercial? Describe it.
2. What makes that commercial memorable?
3. Where do you see and/or hear food advertising that captures your attention (e.g., on
the Internet, on billboards, on television, on radio, in magazines, on shopping carts, on
clothing, on race cars, on buses in larger cities, at movies)?
4. What strategies were used to make the advertising effective/attractive?
5. Do you see food advertisements in school? If so, indicate where and for what types of
food.

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164  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Brainstorming

Ask students to brainstorm the reasons why advertisers for food products would want to
target teens.

Answers might include the following:

 Teens often give parents a wish list of groceries they want.
 Teens watch a lot of television and pressure parents to buy what they see advertised.
 Teens sometimes do grocery shopping for themselves and for their families.
 Teens have disposable income (e.g., from allowances and/or part time jobs).
 The advertisers want to build brand loyalty in consumers at an early age.
Based on the student responses provided, discuss what conclusions can be made.
________________________________________________________________________________

Background Information

Marketing Tricks of Grocery Stores

Ongoing market researchers ensure that purchasing opportunities are maximized when
individuals are in grocery stores/supermarkets. Grocery retailers rely on shoppers
spending more than they intended, buying more than is on their shopping list, and being
convinced to purchase items that appear to be on sale (Stone).

If shoppers are aware of advertising and marketing techniques commonly used by

grocery stores/supermarkets, and are well organized and prepared in advance for their
grocery shopping, they can better avoid being influenced by marketing tricks.

________________________________________________________________________________
Suggestion for Instruction / Assessment

Marketing Tricks and Strategies

In a group brainstorming session, have students respond to the following questions:

1. What marketing tricks do grocery stores/supermarkets use to appeal to the senses?
2. What other strategies do grocery stores/supermarkets use to get shoppers to part with
their money (e.g., product placement, wait times)?

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M o d u l e C , L e s s o n 5  165
 REFERENCES
For additional information on marketing strategies, refer to the following websites:
CityFood Magazine. “Sneaky Supermarket Tricks.” Shop. 23 Oct. 2006.
<www.cityfood.com/EN/shop/sneaky supermarket tricks/>.
Stone, Sidney. “The Marketing Tricks of Grocery Stores.” The Budget Chef.
<www.thebudgetchef.com/marketing-tricks-of-grocery-stores.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________
Suggestion for Instruction / Assessment

Buyer Beware

Provide students with an opportunity to identify advertising and marketing strategies

used to influence food purchases by organizing a field trip to a local grocery
store/supermarket. Divide the class into groups of no more than four or five students. To
avoid congestion for the regular shoppers, ask each group of students to start in a
different department/area of the store (e.g., bakery, produce), if applicable.

Directions/Description
Ask each group to do the following during their visit to the grocery store:
 Identify how many of the previously discussed
advertising strategies and/or marketing tricks are NOTE TO TEACHER
visible, implemented, or identifiable at the store. Remind students that fresh fruit
 Identify nutrient content and health claims for selected and vegetables, meat, poultry,
and seafood may have nutrition
products found in the department/area in which they information nearby, but not
started. Identify the product’s name, the claim, and the directly on the packaging.
Nutrition Facts that support the claim. Health claims will
be harder to find and fewer in number.

Once students are back at school, have each group report their findings to the class.
________________________________________________________________________________

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166  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Suggestion for Instruction / Assessment

Food Buying Tips

This learning activity is designed to help students be more informed and better prepared
consumers in a grocery store/supermarket environment, using the information from this
lesson.

Using the Carousel Brainstorming strategy (see Appendix E), assign students to one of the
following three stations:
 Before Shopping
 While Shopping
 After Shopping
Ask each group to prepare a list of grocery shopping tips suitable for the assigned station
(using the information they learned from their examination of advertising and marketing
strategies). The tips should include suggestions for helping consumers avoid being
influenced by advertising and marketing strategies.

REFERENCE
For additional information on grocery shopping tips, refer to the following website:
The Frugal Shopper. “Grocery Shopping Tips.” Frugal Household Tips and Hints.
<www.thefrugalshopper.com/tips/grshopping.shtml>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

_____________________________________________________________________________
M o d u l e C , L e s s o n 5  167
Lesson 6: Food and Nutrition Myths and Misconceptions Related to Physical
Activity and Sport Performance

Introduction
In this lesson students examine food and nutrition myths and misconceptions, and how
they affect day-to-day physical activity participation and sport performance, as well as
overall health. By investigating these myths, students will increase their ability to make
fact-based decisions about food (including fluids) and add to their skills as educated and
informed physical activity participants.
________________________________________________________________________________

Specific Learning Outcome

12.NU.10 Demonstrate understanding of how food and nutrition myths and

misconceptions can affect day-to-day physical activity participation and sport
performance and overall health.
________________________________________________________________________________

Key Understandings

 Myths and misconceptions about food and nutrition relate to many areas of life,
including physical activity and sport performance.
 Food choices based on accurate, current nutrition information are likely to support
good health and physical activity performance.
 Food and nutrition myths are often cited or suggested in consumer publications
(e.g., magazines, newspapers) by special interest groups, by poorly informed writers,
or to sell specific products.
________________________________________________________________________________

Essential Questions

1. What are some common food and nutrition myths related to physical activity and
sport performance?
2. Where can reliable and accurate food and nutrition information be obtained?
3. Why do food and nutrition myths persist?
________________________________________________________________________________

_____________________________________________________________________________
M o d u l e C , L e s s o n 6  169
 Background Information

There are numerous myths and misconceptions about food and nutrition related to health
and physical activity and sport performance. They result in misunderstandings about the
nutrient value of, and the potential benefits or harm derived from, certain foods and
fluids.

It is important to understand that the nutritional needs of individuals participating in

physical activity will depend on a variety of factors, such as
 the type of physical activity
 the duration of the activity session
 the intensity of the activity
 the age and gender of the participant
 the environment in which the activity takes place (e.g., air temperature, humidity, time
between sessions)
________________________________________________________________________________
Suggestion for Instruction / Assessment

Sport Nutrition Investigation: Myth, Fact, or Not Sure?

Some common myths or misconceptions about food and

nutrition related to physical activity and sport NOTE TO TEACHER
performance are presented in RM 13–NU. The myth and
Reword some of the myth
fact statements may be placed on index cards for this statements into fact
learning activity. statements.

Directions/Description Students may suggest other

myths. They may also ask for
 Divide the class into several groups. clarification from various
sources. Be cautious of where
 Divide the cards provided in RM 13–NU evenly answers to these queries come
among the groups. from. Use information from a
reliable medical source,
 Assign one person in each group to read aloud the registered dietician, or
statements on the cards to the group. After hearing a nutritionist. Do not direct
statement, the group places the card under one of the students to diet or weight-loss
following headings: Myth, Fact, or Unsure. websites, journals, or
magazines.
 Once each group has placed each of their cards under
one of the three headings, allow the class to review the
placement of the cards, and provide a final opportunity
to change any of the cards to a different heading.

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170  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Now have three students (one per heading) reveal to the class each card placed under
the respective headings by reading aloud the description on the back of the card. For
the Unsure group, have the class use either a show of hands or the Opinion Lines
strategy (see Appendix E) to determine the applicable location (Myth or Fact) of each
card, and then read the description on the back of the card.
 After all the descriptions have been read, lead a class discussion to clarify any
information on the myths or misconceptions about food and nutrition related to
physical activity and sport performance.

Refer to RM 13–NU: Sport Nutrition Investigation: Myth or Fact?

REFERENCES
For additional information, refer to the following resources:
Coaching Association of Canada. “Sport Nutrition Resources.” Sport Nutrition. 2005.
<www.coach.ca/eng/nutrition/resources.cfm>.
Gatorade Sport Science Institute. “Nutrition and Performance.” Sports Science Library. 2007.
<www.gssiweb.com/Article_List.aspx?topicid=2&subtopicid=108>.
Health Canada. Eating Well with Canada’s Food Guide. Ottawa, ON: Health Canada, 2007.
Available online at <www.hc-sc.gc.ca/fn-an/food-guide-aliment/index_e.html>.
Livestrong.com. “Eat Well.” Diet and Nutrition. 2008. <www.livestrong.com/eat-well/>.
PowerBar: Power to Push. Nutrition and Training.
<http://engage.powerbar.com/ca/NutritionResource/Default.aspx>.
Public Health Agency of Canada. Canada’s Physical Activity Guide for Youth. Ottawa, ON: Public
Health Agency of Canada, 2002. Available online at <www.phac-aspc.gc.ca/pau-
uap/fitness/downloads.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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M o d u l e C , L e s s o n 6  171
MODULE D:
PERSONAL AND SOCIAL
DEVELOPMENT

Specific Learning Outcomes

Introduction

Lesson 1: Effective Teams

Lesson 2: Team-Building and Communication Skills

Lesson 3: Leadership Skills

MODULE D: PERSONAL AND SOCIAL
DEVELOPMENT

Specific Learning Outcomes

12.PS.1 Demonstrate understanding of the characteristics and development of

effective teams.

12.PS.2 Explore and identify the various roles and skills of team members in building
effective teams.

12.PS.3 Examine the characteristics of effective team leaders and their impact on
team development.
MODULE D: PERSONAL AND SOCIAL
DEVELOPMENT

Introduction

Physical activity often occurs in a social context—in fact, people are encouraged to be
active with others as a way of staying motivated and keeping their activity schedules on
track. People will seek out others who care about them and their goals and who support
them emotionally, regardless of their skills and abilities. This need to feel connected is also
present in our everyday lives, whether at school, in the workplace, or at home. Our
capacity to feel connected is largely dependent on the social interactions we experience
during any activity. We would all benefit from becoming more aware of how we interact
with others and how this interaction may be influencing our own and others’ experiences.

Lessons 1 and 2 of Module D focus on the characteristics of effective teams and the
individual roles of team members. Students develop their understanding of the stages of
development that teams go through as they work toward achieving their goals. In
addition, students gain a greater understanding of the importance and contribution of
individual communication skills within effective teams. In Lesson 3, students examine the
role of team leaders and the impact of their leadership style on teams.

This module differentiates between the terms groups and teams. For the purpose of this
module, the following definitions are used:
 A group is an assembly of individuals who tend to function independently in working
toward meeting their own goals rather than a collective goal.
 A team is an assembly of individuals who understand why they exist as a team and
share in the creation and accomplishment of common goals. A team could be a sports
team, a committee (e.g., yearbook committee, student council), a business venture, and
so on.
The active learning opportunities suggested throughout this module aim to reinforce the
content of the lessons and enhance the learning outcomes through experiential learning.
More important than the learning activities themselves is the time taken by the
teacher/facilitator to debrief the activities with participants, thereby enabling students to
gain a deeper understanding of the concepts and learning outcomes. Possible debriefing
questions are provided for most of the suggested instructional and assessment strategies.
(Also see Appendix E: Active Learning Strategies.)

_____________________________________________________________________________
M o d u l e D , I n t r o d u c t i o n  175
 Module D: Personal and Social Development contains three lessons:
 Lesson 1: Effective Teams
 Lesson 2: Team-Building and Communication Skills
 Lesson 3: Leadership Skills
Resources to support the lessons are provided in the Resource Masters section of this
document.

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176  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 1: Effective Teams

Introduction

In everyday life, whether at school, at work, or at home, we seldom work, function, or

perform in isolation. At some point, individuals work within a team to accomplish an
individual or team goal. To interact with others effectively, it is important to understand
the characteristics of effective teams, which enable us to feel connected to others and
maximize the opportunities that teams offer. Being able to function as a team member is
consistently identified as a skill necessary for success in the workplace, in sports, in family
units, and so on.

This lesson focuses on the characteristics that contribute to the success of effective teams
and the stages they go through as they develop and evolve.

________________________________________________________________________________

Specific Learning Outcome

12.PS.1 Demonstrate understanding of the characteristics and development of

effective teams.
________________________________________________________________________________

Key Understandings

 Well-functioning teams exhibit certain characteristics that promote and enhance both
individual and team goals.
 Effective teams develop and progress through a series of recognizable stages.
________________________________________________________________________________

Essential Questions

1. Why do some teams work well together and others do not?

2. What stages do teams go through from their creation to their disbandment?
________________________________________________________________________________

Suggestion for Instruction / Assessment

Activating Activities

The following group activities are intended to have students work together for the
purpose of activating and developing their understanding of how groups are formed and
how they interact. Later in this lesson students will learn how a group proceeds to a team.

_____________________________________________________________________________
M o d u l e D , L e s s o n 1  177
 The Human Knot

This well-known icebreaker helps break down personal space and encourages group
participants to communicate effectively to accomplish a task.

Directions/Description
 Form groups of six to eight students. NOTE TO TEACHER
For safety reasons, ensure that
 Each group stands in a circle facing each other. everyone understands that if
Students stand close enough to touch members of someone says “Stop,” the request
the group on the opposite side of the circle. must be obeyed.
 Each participant reaches into the circle with both Participants’ hands may turn and
slide within each other but should
hands and takes a hold of someone else’s hand. not come apart completely.
Each participant should be holding the hand of
two different people and not the hand of someone
standing on the immediate left or right.
 Once everyone is holding the hand of two different people, the group members work
together to “unravel the human knot” without anyone letting go of a hand.
 If the “knot” is broken (i.e., hands come apart), the group begins again.
Possible Variations
 Begin with smaller groups to ensure success, and then add more group members.
 Have students do the group activity without talking or with eyes closed, or a
combination of both.

Group Juggle

The following can be used as an alternative group activity if some students do not want to
touch other students.

Directions/Description
 Form groups of six to eight students.
 Each group requires a space where students can stand facing each other with no
obstructions in the middle of the space.
 The group task is to “juggle” an item by sending and receiving an object (e.g., ball,
rolled-up sock) from person to person. The group determines the pattern the object is
to follow. The object cannot be sent to the person on the immediate right or left of the
person in possession of the object.

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178  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Once the pattern is established, the goal is to
 complete as many cycles of the pattern as possible without making an error
 complete as many cycles of the pattern as possible within a given time limit
 complete the pattern with more than one object, and then increase the number of
objects

Possible Debriefing Questions

1. What actions/strategies allowed your group to succeed?
2. What actions/strategies would you change if you were to repeat the group activity?
3. How does this group activity allow for elements of leadership to emerge?
________________________________________________________________________________

Background Information

Teams and Teamwork Skills

Teamwork takes place when two or more people coordinate their contributions and work
toward achieving a common goal. This does not mean that the individual is no longer
important; however, effective and efficient teamwork goes beyond individual
achievements. Team members understand the team goals, have a sense of ownership for
the goals, have trust in the other members, are honest and respectful of others, are valued
for their knowledge and skills, and share in the decision-making process.

Teams differ significantly from uncoordinated groups, which are assemblies of

individuals who tend to operate independently in working toward meeting their own
goals. In these groups, members may be cautious about what they say, mistrust others,
have closed relationships with other members, be bothered or threatened by differences of
opinions, and may not participate in group decision making.

Given the differences between teams and low-functioning groups, it quickly becomes
apparent why organizations and businesses place a premium on teamwork skills when
considering a person for employment. Well-functioning teams exhibit certain
characteristics that promote and enhance both individual and team goals.

The Conference Board of Canada, in its Employability Skills 2000+, identifies teamwork
skills as employability skills, which are needed both in the workplace and in a range of
daily activities. These skills are identified in RM S1–2: Employability Skills 2000+ in Senior 1
and Senior 2 Physical Education/Health Education: A Foundation for Implementation (Manitoba
Education, Citizenship and Youth).

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M o d u l e D , L e s s o n 1  179
 REFERENCES
For additional information, refer to the following resources:
The Conference Board of Canada. Employability Skills 2000+. Ottawa, ON: The Conference
Board of Canada, 2000. Available online at
<http://sso.conferenceboard.ca/Libraries/EDUC PUBLIC/esp2000.sflb>.
Manitoba Education, Citizenship and Youth. Senior 1 and Senior 2 Physical Education/Health
Education: A Foundation for Implementation. Winnipeg, MB: Manitoba Education,
Citizenship and Youth, 2004. RM S1–2: Employability Skills 2000+ is available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/foundation s1-2/blms-rms/rm s1-2.pdf>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

Common Characteristics of Effective Teams

The following are some common characteristics of effective teams:

 A team has a clear purpose: Team members understand why the team exists and
share in the creation and accomplishment of team goals.
 Team members understand the team process and priorities: The team is clear on
what needs to be done next, by whom, and by when. Team members understand that
the accumulation of completed tasks leads to the effective and successful achievement
of their final goal.
 Team members know their roles: Team members know and carry out their roles for
getting their tasks completed and they seek assistance from and give assistance to
others, as required.
 Team members have a collaborative and collective commitment: Collaboration
among team members, with high levels of commitment, is achieved through shared
decision making in a climate of trust created by open and honest communication and
by consistent and respectful behaviour. Team norms for working together are
established and regarded as standards for every team member.
 Conflicts and disagreements are openly resolved: Conflicts and disagreements are
considered important to team decision making and personal growth. Reasons for
conflicts and disagreements are examined and resolutions are sought. Some
disagreements cannot be resolved, resulting in the need for compromises that do not
block the team’s efforts.
 Constructive criticism and encouragement are extended to team members: Criticism
is never directed at team members but is focused on ways of removing obstacles and
maintaining high performance standards. All members are consistently supported and
encouraged as a way of maintaining high levels of motivation.

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180  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Success is shared: Team members are made aware of their successes, and the team
shares equally and proudly in the accomplishments.
 Leadership is shared: Leadership shifts from time to time within an effective team as
team members take on certain tasks and roles. Effective leadership is evident when the
actions of the leader move the team closer to the final goal without personal gain or
recognition.
________________________________________________________________________________

Suggestion for Instruction / Assessment

Group Versus Team

The purpose of this learning activity is to help students understand the similarities and
differences between groups and teams.

Directions/Description
 Using the Think-Pair-Share learning strategy (see Appendix E), students individually
write down
 five suggestions for gatherings of people that would be considered teams
 five suggestions for gatherings that are simply groups
 Students then share their suggestions with a partner and provide the reasons for
identifying the gatherings as either groups or teams.
 Finally, the class contributes suggestions and assembles lists of gatherings of people
that are representative of groups and teams.

Examples
Groups Teams
 Theatre audience 
Athletic team
 People on a bus 
School jazz band
 Class of students 
Flight crew
________________________________________________________________________________

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M o d u l e D , L e s s o n 1  181
 Suggestion for Instruction / Assessment

Identifying Effective Teams

This group brainstorming session is intended to help students identify effective teams.

Directions/Description
 Working in a large group, students identify examples of successful teams and examples
of unsuccessful teams in society. Encourage representation from various elements of
society when identifying successful or unsuccessful teams (e.g., sports, businesses,
arts, not-for-profit organizations).
 In small groups, each group selects one successful team and one unsuccessful team
from the examples identified in the group brainstorming.
 For the successful team, the group identifies some common characteristics of
effective teams that may have contributed to the team’s success.
 For the unsuccessful team, the group identifies which characteristics of effective
teams were lacking or not evident.
________________________________________________________________________________

Background Information

Team Development
Effective teamwork has become essential in today’s world. A newly formed team cannot
be expected to perform exceptionally well from the very outset, however. Becoming an
effective team takes time, and usually follows some easily recognizable stages. A team will
journey through these stages as it progresses from being a group of strangers to becoming
a united team with a common goal.

Team Development Stages

Psychologist Bruce W. Tuckman first came up with a team development model in 1965
that is still used today. The stages of this model, referred to as the Forming, Storming,
Norming, and Performing stages, describe the path to high performance that most teams
follow. Later, Tuckman added a fifth stage that he called Adjourning. Tuckman’s model is
one of the best-known team development theories and has formed the basis of many
further ideas since its conception.

Tuckman’s model focuses on the way in which a team tackles a task, from the initial
formation of the team through to the completion of the project. The theory is particularly
relevant to team-building challenges, as the stages are relevant to the completion of any
task undertaken by a team. One of the very useful aspects of team-building challenges is
that teams have an opportunity to observe and discuss their behaviour within a short
period of time.

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182  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Each stage of Tuckman’s team development model is briefly outlined below:

1. Forming
 The team is assembled and the task is determined or assigned.
 Team members are generally positive and polite.
 Team members tend to behave independently and, although friendliness may
exist, they do not know each other well enough to trust one another
unconditionally.
 Some members are anxious, as they are not yet clear as to what work will be
involved.
 Some members are excited about the task ahead and want to get started.
2. Storming
 The team members begin to address the task by suggesting ideas that may
compete for recognition and ultimate acceptance.
 The ways of working as a team begin to be defined, which creates discomfort for
some members who may disagree with the approach being used or who feel
overwhelmed with the amount of work to be done.
 Some members may react by questioning how worthwhile the goal of the team is
and resist taking on a task.
 In extreme cases, the team can become stuck in the Storming stage.
 If a team is too focused on reaching consensus, it may decide on a plan that is less
effective in completing the task for the sake of the team.
 Some members feel they are on an emotional roller coaster as they try to focus on
the task without the support of established processes or relationships with their
team members.

3. Norming
 During this stage, the team moves toward harmonious working practices, with
members agreeing on the rules and values by which they operate.
 The members are developing a strong commitment to the team goal, and they
begin to see good progress toward reaching it.
 In the ideal situation, team members begin to trust each other during this stage as
they accept the vital contribution of each member to the team. Now that the team
members know each other better, they may be socializing together, and they are
able to ask each other for help and provide constructive criticism.

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M o d u l e D , L e s s o n 1  183
 4. Performing
 Not all teams make it to this stage, which is essentially a time of high performance.
 Strong teams are identified by high levels of interdependence, independence,
motivation, knowledge, and competence.
 Decision making is collaborative and dissent is expected and encouraged, as there
will be a high level of respect and trust in the communication between team
members.
 Team members understand that hard work leads directly to progress toward their
shared vision and goal, supported by the structures and processes that have been
established.
 Individual team members may join or leave the team without affecting the
performing approach of the group.

5. Adjourning
 This is the final stage that ends the project and sees the disbanding of the team.
 This stage is also referred to as the Mourning stage, as it reflects the feelings
experienced by team members at the conclusion of their work.
Note that a team can return to any phase within the team development model if they
experience a change (e.g., a review of the project or goals, a change in members). When a
member leaves or a new member joins a successful team, the team will revert to the
Forming stage, but this stage may last for a very short time as the new member experiences
the team culture.

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184  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 REFERENCES
For additional information on team development, refer to the following websites:
Alleman, Glen B. Forming, Storming, Norming, Performing and Adjourning. 16 Dec. 2007.
Niwot Ridge Resources. <www.niwotridge.com/PDFs/FormStormNormPerform.pdf>.
Chapman, Alan. Tuckman’s Forming Storming Norming Performing Model. 2001–2008.
Businessballs.com.
<www.businessballs.com/tuckmanformingstormingnormingperforming.htm>.
Chimaera Consulting Limited. “Stages of Group Development.” Famous Models. 2001.
<www.chimaeraconsulting.com/tuckman.htm>.
Mind Tools Ltd. “Forming, Storming, Norming, Performing: Helping New Teams Perform
Effectively, Quickly.” Leadership Skills. 1995–2008.
<www.mindtools.com/pages/article/newLDR_86.htm>.
Tuckman, Bruce W. “Developmental Sequence in Small Groups.” Psychological Bulletin
63.6 (1965): 384–99. Available on the Ohio State University, Walter E. Dennis
Learning Center website at
<http://dennislearningcenter.osu.edu/references/GROUP%20DEV%20ARTICLE.doc>.
World Health Organization (WHO). Team Building. Geneva, Switzerland: WHO, 2007. 7.
Available on the WHO website at
<www.who.int/cancer/modules/Team%20building.pdf>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Describing Stages of Effective Teams/Groups

Have students write a reflection on a team (or group) situation in which they are presently
involved and describe the stages the team has gone through, based on Tuckman’s team
development model. If the team is not at the Performing stage, have students provide a
hypothetical description of the team’s progress through the remainder of the stages.

________________________________________________________________________________

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M o d u l e D , L e s s o n 1  185
Lesson 2: Team-Building and Communication Skills

Introduction

In Lesson 1 of Module D, students examined the characteristics of effective teams and the
development stages that teams go through from Forming to Adjourning, as identified by
Bruce W. Tuckman. In order for a team to accomplish its goal(s), it is important for the
team members to understand that they may play a number of different roles within a
given team. Furthermore, individuals within a team need to appreciate the roles assumed
by or assigned to the other team members. To gain this understanding and appreciation of
team roles, a team needs the opportunity (at the appropriate time in its development) to
build a sense of being a team. These team-building activities involve cooperation,
teamwork, and communication.

This lesson focuses on the elements of teamwork and the skills required to work and
to communicate effectively within teams. Being able to function effectively as a team
member is a necessary skill for success in the workplace, in sports, in family units,
and so on.

________________________________________________________________________________

Specific Learning Outcome

12.PS.2 Explore and identify the various roles and skills of team members in building
effective teams.
________________________________________________________________________________
Key Understandings

 Team members play varying roles that contribute to or detract from team
effectiveness.
 Communication is a vital element of effective teams.
________________________________________________________________________________

Essential Questions

1. What roles do people play within teams that lead to success?

2. How do communication skills contribute to team effectiveness?
________________________________________________________________________________

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M o d u l e D , L e s s o n 2  187
 Suggestion for Instruction / Assessment

All Hands On: An Activating Activity

This activating activity is intended to help teams develop effective communication and
problem-solving skills.

Directions/Description
 Form teams of about eight students.
 Supply each team with one bandana, one marble, and one plastic cup that has some
kind of “lip” on the bottom.
 The team members surround the bandana and hold onto it along the edges with both
hands, creating a tabletop effect.
 The team then places the cup upside down in the middle of the bandana and
places/balances the marble on top of the cup.
 The task of the team is to transport the bandana-cup-marble apparatus from point A to
point B, as described by the teacher.

Possible Variations
 Smaller teams may be easier to work with.
 As the teams move from point A to point B, they encounter “obstacles” to navigate
around, over, and so on.

Possible Debriefing Questions

1. What did you enjoy about this team activity?
2. What was your team’s greatest challenge?
3. How does the bandana symbolize how a team works together?
________________________________________________________________________________

Background Information

Team Roles

In Lesson 1 of Module D, students examined which characteristics were evident in

successful teams and which characteristics were lacking or not evident in unsuccessful
teams. A team is made up of all sorts of people. How these people interact and relate to
one another is a key factor in determining how successful the team will be at achieving its
goals. Some people are primarily concerned about getting the work done, others are
helpful and supportive to team members, and still others can cause dissension or conflict
within the team.

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188  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 High-performing teams don’t just happen. They develop because the team members pay
attention to the tasks and to team interactions. High-performing teams get the job done
and enjoy the process along the way. The team members are energized and hard-working,
and manage themselves in their respective roles. The team’s end product is characterized
by excellence in quality and quantity.

Functional Roles of Team Members

Kenneth D. Benne and Paul Sheats, two theorists on group behaviour, wrote an influential
article titled “Functional Roles of Group Members” in 1948. In this article, the authors
defined various roles based on behaviours that can be played by one or more people
within a group or team. Benne and Sheats defined three categories of roles: task roles,
personal/social roles, and dysfunctional or individualistic roles.

In this lesson, the following three categories are used as the framework for understanding
and strengthening a given team:
 Task roles/actions move a team toward accomplishing their objectives. These actions
include setting goals, identifying tasks, gathering facts, providing information,
clarifying and summarizing ideas, and building consensus. The possible roles within
this category are those that may be needed to advance a team from the Forming to the
Performing stage of team development.
 Interactive roles/actions are directed at the operation of a team or how the team is
working together. These actions include encouraging participation, expressing
feelings, reconciling disagreements, keeping communication open, setting and
applying standards for group performance, and building on each other’s ideas. It is
through these actions that teams function positively and effectively.
 Self-oriented roles/actions put the needs of the individual ahead of the needs of the
team. They include dominating the discussion, interrupting, wasting time, not
listening, withdrawing from the conversation, and holding side conversations. A team
that has individuals demonstrating these behaviours is in jeopardy of not realizing its
goals/objectives. Well-established teams will be able to manage these behaviours.
Newly formed teams may require leader intervention.

Knowing the behaviours that can move a team forward or hinder its progress can be
helpful to all team members.

REFERENCE
For additional information, refer to the following article:
Benne, Kenneth D., and Paul Sheats. “Functional Roles of Group Members.” Journal of
Social Issues 4.2 (Spring 1948): 41–49.

________________________________________________________________________________

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M o d u l e D , L e s s o n 2  189
 Suggestion for Instruction / Assessment

Predicting Team Roles

Have students participate in a learning activity to predict various team roles.

Directions/Description
 On three separate pieces of flipchart paper, write one of the following three categories:
 Task Roles
 Interactive Roles
 Self-oriented Roles
 Divide the class into three groups.
 Using the Carousel Brainstorming strategy (see Appendix E), assign each group to one
of the three pieces of flipchart paper.
 Give each group a certain amount of time to identify possible roles within the
identified category.
 After the initial time has expired, allow each group to move to the next category and
add other roles that they think fit within the category description.
 Once groups have completed all three categories, review the results as a class. Check
whether there is agreement and/or whether any clarification is needed.
 Following the review, have students share their own team experiences related to the
identified roles. For example, do they recognize these terms by name in the “teams”
they are currently part of?
________________________________________________________________________________

Suggestion for Instruction / Assessment

Building a Structure as a Team

This learning activity provides students with an opportunity to work on team building,
develop communication skills, and gain an understanding of the roles within a team and
how they present themselves.

Materials Required
Each team requires
 a “handful” of uncooked spaghetti
 30 jujubes (jelly-like candies)
The teacher requires
 a measuring tape

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190  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Directions/Description
 Divide the class into groups of five to seven students. Each team will need one person
to act as the process observer.
 Ask each team to design and build the tallest free-standing structure possible in the
time allotted, using the materials supplied.
 Before the team begins construction, allow each team five to ten minutes to discuss
their design and plan. The teams could give their structure a name.
 After the planning time has elapsed, teams may begin construction.
 The process observer in each team watches and
records (using RM 1–PS) how the team interacts and
NOTE TO TEACHER
communicates during the building process, what
team roles emerge, and who takes on these roles. Remind process observers
not to use students’ names
(Students may need to refer to the roles identified in
when recording or reporting
the Predicting Team Roles learning activity.) observations.
 Periodically, announce how much time has elapsed
and how much time is remaining.
 Once the allotted time has elapsed, have teams step away from their structures.
 Measure each structure to determine which is the tallest.

Refer to the roles identified in Predicting Team Roles (previous learning activity)
and to RM 1–PS: Process Observation Report Form.

Possible Debriefing Questions

Questions such as the following could be put on an overhead or on a chalkboard for each
team to answer, with the process observer recording team responses on flipchart paper for
discussion.
1. What did you learn through this building activity about the functioning of a team?
2. Did team members have specific roles? If so, how were these roles determined?
3. In general terms, how was communication used (e.g., positive, negative, neutral)?
Give examples of words, phrases, or expressions used and/or heard.
4. Given the team experience, what were your team’s strengths and possible areas for
improvement? How could you contribute better to your team’s effectiveness?
After the teams have answered the debriefing questions, have the process observers share
their observations of their respective teams with the class. Discuss the responses as a class.

________________________________________________________________________________

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M o d u l e D , L e s s o n 2  191
 Background Information

Individual Communication Skills

Now that students have examined and experienced the characteristics of effective teams, it
is important to determine the individual communication skills required to establish team
relationships that support these characteristics. The individual communication skills
include the following:
 Listening: Listening actively involves looking
directly at the person who is speaking (taking NOTE TO TEACHER
into consideration cultural appropriateness), When addressing communication skills,
focusing intently on what is being said, and consider the students in your classroom and
nodding to indicate attentiveness, be sensitive to their cultural backgrounds and
understanding, or approval. Effective life experiences.
communication is a vital part of any team, so Please be aware that communication patterns
strong listening skills are highly valued. and behaviours can vary significantly
between people of different cultures and
 Contributing ideas and solutions: Sharing backgrounds, and as a result of personal or
suggestions, ideas, solutions, and proposals family preferences. Therefore, some students
may be unaware of or uncomfortable with
with team members is another important
what others may consider “standard”
communication skill. The ability and practices of active listening, such as direct
willingness to share increase when levels of eye contact, proximity, and physical contact.
trust are high. Reporting on individual and Depending on the individuals and their
team progress is another way to contribute to cultural background, faith, and experiences
with diversity, certain behaviours related to
team success.
active listening, and to communication in
 Respecting and valuing: All forms of general, may be encouraged or discouraged.
communication are enhanced within a team
when the members respect and value each other, regardless of their strengths and/or
weaknesses. Team communication is strengthened when members encourage and
support the ideas and efforts of others.
 Questioning and clarifying: If there is uncertainty about something being said, it is
important to ask for more information to clear up any confusion before moving on.
Asking probing questions and paraphrasing points that have been made (restating
them in different words) are also effective ways to ensure deeper understanding and
clear and accurate communication.
 Persuading and defending: The power of positive communication is evident when
members exchange, defend, and rethink ideas. Presenting points of view and the
reasons for them improves the decision-making process. At times, compromising may
be necessary to avoid blocking team progress.
 Helping and caring: Seeking and giving assistance strengthens team cohesiveness.
Asking for help should be viewed as a valuable skill necessary for the advancement of
a team goal. Successful teams have members that freely seek help and willingly offer
help to others. Helping and caring contribute to building positive, cooperative, and
collaborative relationships.

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192  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Participating and committing: Each team member demonstrates dedication to the
goals of the team by participating in and committing to completing assigned tasks to a
high standard. These skills are often forms of non-verbal communication indicating to
others the willingness to be an active participant in finding the solution to a problem.

These communication skills may seem relatively straightforward; however, once a

conversation begins among team members, not all participants hear or understand the
information in the same way.
________________________________________________________________________________

Suggestion for Instruction / Assessment

Communication Exercise

Have students form teams to participate in the following two communication exercises.

What Is My Birthdate?

This team activity allows participants to use different forms of non-verbal communication.

Directions/Description
 Ask students in the class to form a line according NOTE TO TEACHER
to their birthdays (month, day), from January 1 at Another activity that promotes
one end of the line to December 31 at the other non-verbal communication is
end. charades. If charades are used,
students could write down their
 Advise students that no verbal or written ideas and submit them to the
communication may be used during the teacher to be reviewed for
performance of this task. appropriateness. The suggested
debriefing questions would still
 Ask the class to signal when they are done, and be applicable.
then check for accuracy.

Possible Debriefing Questions

1. What strategies were used to complete this task?
2. Were particular forms of non-verbal communication more effective than others?
Explain.

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M o d u l e D , L e s s o n 2  193
 Chain Talk*

This team activity allows participants to experience how communication can become
distorted.

Materials Required
 paper
 pencils
 distinctive photographs (one for each team)
Directions/Description
 Form teams of eight to ten students. Ask for a volunteer from each team to initiate the
activity.
 Take the volunteers to the side and give each volunteer a sheet of paper, a pencil, and
a photograph. Ask the volunteers to write ten attributes of their respective
photographs. The other team members are not to view the photograph or hear the
instructions. After a few minutes, take the photographs and the written attributes from
the volunteers, and ask them to rejoin their teams.
 Tell each team that the volunteer is going to convey information about a photograph
by whispering this information to the team member on the volunteer’s right. Team
members can be sitting in rows or in a circle. The person listening may ask questions,
but only one minute is allowed to convey the information.
 The person who has received the information whispers it to the individual on his or
her right, taking care not to be overheard.
 The information is repeated in this fashion until all team members have participated.
 The last person receiving the information reports to the team, sharing the photograph
description that was relayed.
 Read the initial description made by the volunteer and then present the photograph to
the team.

Possible Debriefing Questions

1. Did the final description differ substantially from the initial one? If so, why? Can areas
of breakdown in communication be pinpointed?
2. How can perceptions and communication become more accurate?
________________________________________________________________________________

__________
* Source: Physical and Health Education Canada (PHE Canada). Leading the Way—Youth Leadership Guide: Bringing Out the Best
in Children and Youth. Ottawa, ON: PHE Canada, 2009. Available at <www.excelway.ca>. Adapted with permission.

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194  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 3: Leadership Skills

Introduction

In the previous lessons of Module D, students examined the characteristics of effective

teams and the stages teams go through in their development. They also examined an
individual’s role within a team and the keys to effective communication. One critical
element in the success of a team or group is effective leadership.

This lesson focuses on the concept of leadership. Students will explore the ways in which
people become leaders, as well as the skills and methods of effective leadership and their
impact on teams. Students will have the opportunity to determine their current leadership
style and practise their leadership skills in a variety of interactive learning activities.

________________________________________________________________________________

Specific Learning Outcomes

12.PS.1 Demonstrate understanding of the characteristics and development of

effective teams.
12.PS.2 Explore and identify the various roles and skills of team members in building
effective teams.
12.PS.3 Examine the characteristics of effective team leaders and their impact on
team development.
________________________________________________________________________________
Key Understandings

 In order for teams/groups to be effective, some form of leadership is needed.

 Effective leaders have particular characteristics and skills.
 Leaders demonstrate recognizable styles that may vary, based on circumstances.
 A leader generally demonstrates a dominant style. An effective leader will recognize
when particular circumstances require a different style, and adjust accordingly.
 Leaders play certain roles and perform certain functions on teams.
________________________________________________________________________________

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M o d u l e D , L e s s o n 3  195
 Essential Questions

1. How do people become leaders?

2. What individual characteristics define effective leaders?
3. What leadership roles are present in team situations?
4. How can a leader influence a team to become high-performing?
________________________________________________________________________________

Background Information

What Is Leadership?

Leadership is any behaviour that influences the actions and attitudes of others to achieve
certain results. Leadership in itself is neither good nor bad. Societal values determine
whether the leadership of an individual is positive or negative, based on the goals and
results being pursued and on the means used to influence others. There are many
examples of “good” (e.g., moral, noble, virtuous) and “bad” (e.g., corrupt, immoral)
people who have been extremely effective leaders.

How Do People Become Leaders?

Broad categories such as the following can be used to illustrate how people attain
leadership positions. Examples are given for each category described below.
 Qualified: Some people become leaders because they achieve the necessary
certification or credentials for a position. They may otherwise meet established criteria
or prerequisites that persons in authority over them associate with the leadership
position.
Examples: lifeguard, teacher
 Merited: Some people become leaders primarily through faithful and enthusiastic
participation and competent performance over time. These leaders may be considered
to have “paid their dues.”
Examples: Olympic flag bearer, captain of a high school football team
 Captured: Some people become leaders by campaigning for a position, being
“political,” or otherwise manoeuvring themselves into a position. Leaders in this
category may also take possession or seize the position through positive or negative
means.
Examples: school principals, city mayor, dictator

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196  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Identified: Some people become leaders because they possess personal or professional
qualities that are recognized as beneficial and undeniable, and are appropriate for
meeting the team’s needs at a particular time.
Examples: project manager of a business, military general
 Defaulted: Some people become leaders simply because other team members are
unwilling or unable to accept the position or responsibility.
Example: someone in a small discussion group needs to lead the discussion

The categories also overlap, resulting in many ways that someone can attain a leadership
position. Leaders can perform at high levels and make valuable contributions to their
teams, regardless of how they were selected or designated as leaders.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Stepping Stones for Emerging Leaders: An Activating Activity

This activating activity is intended to build on the communication skills and

characteristics of effective teams that students explored in Lessons 1 and 2 of Module D.

Materials Needed
 objects to serve as “stepping stones”: poly spots, pieces of paper, or small hula hoops
to step on/in
 open space
Directions/Description
 Depending on the space available, form teams NOTE TO TEACHER
of six to eight students.
Consider the following options:
 Provide each team with three fewer “stepping  Assign a leader to each team.
stones” than there are members on the team.  Ask each team to identify a
 The task/challenge is to get each team member leader.
from point A to point B. Each team member  Allow the activity to take place,
and observe who emerges as a
must step on each stepping stone. If a person leader.
falls/steps off a stepping stone, the team must
begin again.

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M o d u l e D , L e s s o n 3  197
 Possible Debriefing Questions
1. What actions worked in favour of achieving the team’s goal?
2. What actions prevented the team from achieving its goal, or reduced the team’s
effectiveness in achieving its goal?
3. How was leadership achieved?
 If the team chose a leader, how was this decision made?
 If the teacher assigned a leader, how did this make the other team members feel?
 If no leader was initially assigned or chosen, did a leader emerge as the activity
took place? If yes, how did this occur?
4. How did the team’s leader(s) influence the actions of its members?
5. How does this activity relate to what you think about leadership?
________________________________________________________________________________

Background Information

Qualities of a Leader

In Module D, Lesson 1, students examined the characteristics of effective teams and the
stages they move through as they work toward meeting their goal(s) or completing their
task(s). In Lesson 2, students examined an individual’s role within a team, including
individual communication skills. So far, Lesson 3 has addressed the various ways in
which a leader may emerge.

It is generally understood or accepted that some form of leadership is required for a team
to be effective and that a leader must possess certain qualities/characteristics, as well as
skills/abilities, to lead effectively. The degree to which an individual possesses these
attributes will depend upon the individual’s experience. In other words, not all leaders
will possess the same qualities/characteristics or skills/abilities, and, if there are
similarities, the level to which these are demonstrated will vary from leader to leader and
from situation to situation.

The following table offers a list of attributes that a leader may possess.

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198  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Qualities/Characteristics Skills/Abilities
A leader can A leader can
 assume responsibility  communicate well
 take initiative  listen openly to others
 resolve conflict

A leader is A leader is
 achievement-orientated  broad-minded (seeks diversity)
 adaptable to situations  clever (intelligent)
 alert to social environment  conceptually skilled (holistic view)
 assertive  creative (imaginative)
 competent  diplomatic and tactful
 cooperative  extraverted (outgoing)
 courageous (risk-taker)  fair-minded (just)
 decisive (good judgment)  forward-looking (vision)
 dedicated (committed)  knowledgeable about team/group tasks
 dependable  motivational (inspirational)
 energetic (high activity level)  organized
 enthusiastic  persuasive (influential)
 honest (high integrity)  socially skilled
 optimistic  technically skilled
 persistent  well-spoken (good speaker)
 self-confident
 tolerant of stress or anxiety (resilient)
________________________________________________________________________________

Suggestion for Instruction / Assessment

NOTE TO TEACHER
Leader Identification Teachers may want the class to
For this learning activity, have students use the differentiate between
qualities/characteristics and
Think-Pair-Share strategy (see Appendix E) to skills/abilities and then develop a
identify their top five to ten qualities/characteristics top five to ten list for each of these
or skills/abilities of a great (effective) leader. separate categories. See
Background Information above.
Directions/Description
 Individually, students identify a person they regard as a great (effective) leader. This
leader could be someone they know, or someone they have heard of or have read
about. Students write down the qualities/characteristics or skills/abilities they
believe have made this person an effective leader.
 Working with a partner, students take turns talking about the leader they identified
and the attributes of this person. Each pair selects their top five to ten
qualities/characteristics or skills/abilities of an effective leader.
 Ask pairs to take turns sharing the top five to ten attributes they selected until all lists
have been exhausted.
 Have the class determine their overall top five to ten qualities/characteristics or
skills/abilities of an effective leader.
________________________________________________________________________________

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M o d u l e D , L e s s o n 3  199
 Background Information

Leadership Styles

A leader is someone who has a goal or focus/belief and is able to convince or influence
others to follow it. It would then seem logical that leaders have some form of power by
which they are able to persuade or convince others to achieve the same goal or adopt the
same focus/belief.

Various leadership theories have emerged over the years in attempts to explain the
complexities of leadership. The following theories offer a diverse and representative view
of leadership:
 “Great leader” theories: “Great leader” theories assume that great leaders are born,
not made.
 Trait theories: Similar in some ways to “great leader” theories, trait theories assume
that people inherit certain qualities and traits that make them suited to leadership.
Trait theories often identify particular personality or behavioural characteristics
common to leaders. This view has been challenged since key characteristics of leaders
are also exhibited by team members who are not leaders.
 Situational theories: Situational theories propose that leaders will demonstrate a
particular style of leadership depending on the given situation.
 Behavioural (functional) theories: Behavioural theories of leadership are based on the
belief that leaders are made, not born (the opposite of the “great leader” theories).
 Transactional theories: Transactional theories focus on the principle that followers are
motivated by a system of risk and reward. If individuals or teams achieve their
identified goal(s), they will be rewarded; if they don’t succeed, they will be punished.
 Transformational theories: Transformational theories are based on the idea that
leaders motivate and that team members or followers will be inspired to perform for
the good of the team.

REFERENCES
For a more detailed description of these and other leadership style theories, refer to the
following websites:
Changing Minds.org. “Leadership Theories.” Theories. 2002–2009.
<http://changingminds.org/disciplines/leadership/theories/leadership_theories>.
Van Wagner, Kendra. “Leadership Theories.” About.com: Psychology.
<http://psychology.about.com/od/leadership/p/leadtheories.htm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

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200  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 The Role of Leaders

Based on the situational theories of leadership, the role of team leaders should evolve as
teams develop through the different stages identified in Bruce Tuckman’s team
development model. Effective leaders are aware of the stages and carry out the necessary
actions required at each stage that will enable the team to be successful.

Some concerns that effective leaders need to be aware of and the actions they can take to
deal with them at the various stages of team development are briefly outlined below:
1. Forming
 Leaders play a dominant role at this stage. Other team roles and responsibilities
are not as clear.
 Leaders should provide the team with clear direction and establish easily
identifiable and understood objectives/outcomes.
 Team members need to get to know one another and spend time planning,
collecting information, and bonding. This can be frustrating for some members
who simply want to get on with the team task.
2. Storming
 This stage can be very destructive for the team if it is poorly managed. It is in this
stage that many teams fail.
 Leaders need to help team members overcome feelings of discomfort and be aware
of any members who may feel overwhelmed.
 Leaders establish team processes and structures, and work to resolve conflict and
build good relationships between team members. Relationships among team
members will be made or broken in this stage, and some may never recover.
 The leader’s authority may be challenged as members position themselves within
the team and clarify their roles. Leaders need to remain positive and firm in the
face of challenges to their leadership or to the team’s goal.
3. Norming
 Team members come to respect the leader’s authority, and some members
demonstrate leadership in specific areas.
 Team leaders can take a step back from the team at this stage as individual
members take greater responsibility. This is also when team hierarchy is
established.
 Team members may become complacent and lose either their creative edge or the
drive that brought them to this stage.

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M o d u l e D , L e s s o n 3  201
  There is often a prolonged overlap between Storming and Norming behaviour. As
new tasks come up, the team may lapse back into typical Storming behaviour, but
this will eventually diminish.
 This is a good time to arrange a social or team-building event.
4. Performing
 Leaders are able to delegate much of the work and can concentrate on developing
the skills and abilities of individual team members.
 Leaders should have as “light a touch” as possible once the team has achieved high
performance.
 Being part of the team at this stage feels easy and comfortable compared with the
earlier stages.
5. Adjourning
 Teams may organize a celebratory event at the end of a project. Team members
will likely leave with fond memories of their experience.

REFERENCES
For additional information on team development, refer to the following websites:
Alleman, Glen B. Forming, Storming, Norming, Performing and Adjourning. 16 Dec. 2007.
Niwot Ridge Resources. <www.niwotridge.com/PDFs/FormStormNormPerform.pdf>.
Chapman, Alan. Tuckman’s Forming Storming Norming Performing Model. 2001–2008
Businessballs.com.
<www.businessballs.com/tuckmanformingstormingnormingperforming.htm>.
Chimaera Consulting Limited. “Stages of Group Development.” Famous Models. 2001.
<www.chimaeraconsulting.com/tuckman.htm>.
Mind Tools Ltd. “Forming, Storming, Norming, Performing: Helping New Teams Perform
Effectively, Quickly.” Leadership Skills. 1995–2008.
<www.mindtools.com/pages/article/newLDR_86.htm>.
Tuckman, Bruce W. “Developmental Sequence in Small Groups.” Psychological Bulletin
63.6 (1965): 384–99. Available on the Ohio State University, Walter E. Dennis
Learning Center website at
<http://dennislearningcenter.osu.edu/references/GROUP%20DEV%20ARTICLE.doc>.
World Health Organization (WHO). Team Building. Geneva, Switzerland: WHO, 2007. 7.
Available on the WHO website at
<www.who.int/cancer/modules/Team%20building.pdf>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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202  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Suggestion for Instruction / Assessment

Class Discussion

Facilitate a class discussion in which students identify which of the situational leadership
styles (e.g., autocratic, bureaucratic, democratic, laissez-faire) is most likely to be
demonstrated in each of Tuckman’s stages of team development. This discussion will
assist students in understanding how effective leadership changes according to a team’s
stage of development (i.e., Forming, Norming, Storming, Performing, and Adjourning).

________________________________________________________________________________

Suggestion for Instruction / Assessment

What Is My Leadership Style?*

The purpose of this learning activity is to have students determine their current leadership
style based on their responses to RM 2–PS: Leadership Questionnaire.

Materials Required
Each student requires
 a pen or pencil
 a copy of RM 2–PS
Directions/Description
 Provide each student with a copy of RM 2–PS and ask students to complete it with the
assumption that they are a team/group leader.
 When everyone has completed the questionnaire, have each person place marks beside
the questions that were answered with “Frequently” or “Always,” according to the
following formula:

 Place a check mark (✓) beside numbers 1, 4, 6, 11, 14, 16, 18, 19, 20, 21, 22, 23, 25,
29, 30, 31, 33, 34, and 35 (for those that were answered with “Frequently” or
“Always”).
 Place an asterisk (*) beside numbers 2, 3, 5, 7, 8, 9, 10, 12, 13, 15, 17, 24, 26, 27, 28,
and 32 (for those that were answered with “Frequently” or “Always”).

Refer to RM 2–PS: Leadership Questionnaire.

__________
* Source: Gray, John W., and Angela Laird Pfeiffer. Skills for Leaders. Reston, VA: National Association of Secondary School
Principals, 1987. 34–37. Copyright 1987 National Association of Secondary School Principals. For more information on
NASSP products and services to promote excellence in middle level and high school leadership, visit
<www.principals.org>. Adapted with permission.

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M o d u l e D , L e s s o n 3  203
 Possible Debriefing Questions
1. What is the meaning behind the markings on the NOTE TO TEACHER
Leadership Questionnaire? It is important for students to
understand that the Leadership
 Those with several check marks lean toward Questionnaire is only a very
an authoritarian style of leadership. They take rough approximation of their
leadership style. The best way
control and like things to be done their way.
for students to acknowledge and
 Those with several asterisks tend toward a understand their own style is to
monitor their own behaviour.
team (democratic or participative) style of
leadership.
2. Both democratic and autocratic leadership styles have pros and cons.
 What are some situations in which democratic leadership would be more effective
than autocratic leadership?
 What are some situations in which autocratic leadership would be more effective
than democratic leadership?

________________________________________________________________________________

Suggestion for Instruction / Assessment

Survival Game: A Culminating Activity*

This interactive culminating activity is designed to bring together the major points
examined in Module D. Specifically, it is intended to stimulate communication, have
students work as a team, provide leaders the opportunity to assert themselves, and help
improve listening skills.

Materials Required
Each student requires
 a pen or pencil
 a copy of RM 3–PS
Directions/Description
 Provide each student with a copy of RM 3–PS.
 Individually, students answer the 12 multiple-choice questions to the best of
their ability.
 After students have completed the questionnaire individually, form teams of four to
eight people to discuss the responses. Each team is asked to arrive at a consensus for
each question.
__________
* Source: Physical and Health Education Canada (PHE Canada). Leading the Way—Youth Leadership Guide: Bringing Out the Best
in Children and Youth. Ottawa, ON: PHE Canada, 2009. Available at <www.excelway.ca>. Adapted with permission.

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204  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  After the teams have come to a consensus on the 12 questions, they compare their
answers to those proposed in RM 3–PS (see Interpretation of Results). The process is
described on the questionnaire.

Refer to RM 3–PS: Survival Game Questionnaire (and Interpretation of Results).

Possible Debriefing Questions

1. Was it hard for your team to come to a consensus?
2. What role did leadership play in reaching consensus?
3. What were the successes and challenges in reaching consensus?
4. What skills were required in order for your team to reach consensus?
5. Did you recognize the different skills and knowledge within your team?
6. Did you see the problems of making assumptions?
7. How do communication and decision-making skills affect leadership?
8. How might different leadership styles (e.g., autocratic, democratic, bureaucratic,
laissez-faire) influence the process of a team coming to a consensus?

Variation/Extension
Individuals or groups may want to demonstrate their leadership by promoting an event or
planning/implementing an event that promotes physical activity and involves all
students.

________________________________________________________________________________

_____________________________________________________________________________
M o d u l e D , L e s s o n 3  205
MODULE E:
HEALTHY RELATIONSHIPS

Specific Learning Outcomes

Introduction

Lesson 1: Understanding Healthy Relationships

Lesson 2: Rights and Responsibilities in Healthy

Relationships

Lesson 3: Unhealthy and Abusive Relationships

Lesson 4: Community Supports and Services

MODULE E: HEALTHY RELATIONSHIPS

Specific Learning Outcomes

12.HR.1 Demonstrate understanding of the characteristics of healthy and unhealthy

relationships, and discuss factors that might influence their development.

12.HR.2 Demonstrate understanding of effective communication within a relationship

and the potential impact of technology on communication within a
relationship.

12.HR.3 Examine rights and responsibilities of individuals in relationships, and

explore how respecting these rights and responsibilities may affect the
development of relationships.

12.HR.4 Apply problem-solving and decision-making strategies to identify and

prevent the development of abusive relationships and/or to end unwanted
relationships.

12.HR.5 Apply problem-solving and decision-making strategies to recognize

unhealthy relationships, and identify community supports and services to
assist in the healthy resolution of relationship issues.
MODULE E: HEALTHY RELATIONSHIPS

Introduction

Although the purpose and benefits

of individual relationships may NOTE TO TEACHER
change over time, we all need The content and issues addressed in Module E may
relationships with others throughout be sensitive for some students and their
our lives. The relationship with our parents/families and/or communities.
parents and other significant Before implementing this module, please
caregivers during infancy centres on  review all content and resources within the
meeting our developmental and module
survival needs. As adolescents and  review the following sections of Human
adults, our physical and Sexuality: A Resource for Senior 1 to
psychological well-being is nurtured Senior 2 Physical Education/Health Education
through relationships. (Manitoba Education, Citizenship and Youth):
 Introduction (Background, Planning
The number of relationships people Process, and Fostering a Safe and
have is not as important as their Supportive Learning Environment,
quality. Building and maintaining pages 2–7)
healthy relationships with others,  RM 11: Background Information on
whether with family members, Special Sensitive Topics (Appendix C,
friends, co-workers, teachers, pages 122–123)
roommates, or a romantic partner, is Potentially sensitive content is to be treated in
ways that are appropriate for the local school,
important for our well-being.
school division, and community context. Check with
your school administration for school and school
In Module E students examine the division guidelines and procedures related to depth
characteristics and benefits of and breadth of content, choice of learning
healthy relationships. They learn resources, assessment reporting procedures, and
about the factors that affect providing a parental option.
relationships and how to build and A parental option means that parents may choose
maintain them. Students also explore a school-based or alternative delivery (e.g., home,
professional counselling).
the rights and responsibilities of
being in a relationship. In the
process, they also examine unhealthy and abusive relationships, including how to end
relationships effectively and safely. Students also explore community supports and
services available for various relationship and sexual/reproductive health situations.

_____________________________________________________________________________
M o d u l e E , I n t r o d u c t i o n  209
 Module E: Healthy Relationships contains the following four lessons:
 Lesson 1: Understanding Healthy Relationships
 Lesson 2: Rights and Responsibilities in Healthy Relationships
 Lesson 3: Unhealthy and Abusive Relationships
 Lesson 4: Community Supports and Services
Resources to support the lessons are provided in the Resource Masters section of this
document.

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210  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 1: Understanding Healthy Relationships

Introduction

In this lesson students examine the characteristics and benefits of healthy relationships
and the characteristics of unhealthy relationships. Students also learn about the
importance of effective communication to the development and maintenance of a healthy
relationship. They examine elements and styles of communication, including the potential
impact of technology on effective communication.

________________________________________________________________________________

Specific Learning Outcomes

12.HR.1 Demonstrate understanding of the characteristics of healthy and unhealthy

relationships, and discuss factors that might influence their development.
12.HR.2 Demonstrate understanding of effective communication within a relationship
and the potential impact of technology on communication within a
relationship.
________________________________________________________________________________

Key Understandings

 Relationships are based on some commonly accepted values (e.g., respect, honesty,
equity, consideration, commitment).
 Healthy relationships result in mental-emotional, social, and physical benefits.
 Controllable and uncontrollable factors affect the dynamics of relationships.
 A healthy relationship is a shared responsibility and requires effective communication.
 The mode and style of communication may affect how a message is understood.
________________________________________________________________________________

Essential Questions

1. What are some common characteristics of a healthy relationship and characteristics of

an unhealthy relationship?
2. What are the benefits of a healthy relationship?
3. What controllable and uncontrollable factors affect relationships?
4. What are the components of effective communication in a healthy relationship?
5. What are the implications of different communication media?
________________________________________________________________________________

_____________________________________________________________________________
M o d u l e E , L e s s o n 1  211
 Background Information

Characteristics of a Healthy Relationship

Healthy relationships are enjoyable and respectful and provide opportunities for many
positive experiences that affect self-esteem. We can develop healthy relationships with
anyone, including family, friends, and dating partners. It takes time, energy, and care to
develop positive, healthy relationships. Relationships made during the teenage years can
become very special and may form an important part of life. There are also many lessons
to be learned from the relationships we have.

Healthy dating relationships should start with

the same ingredients that healthy friendships NOTE TO TEACHER
have, such as effective communication, Cultural Variations in Dating
honesty, and respect. Dating relationships are a Learners in the classroom may reflect a
little different than other relationships, variety of different practices and beliefs
however, because they may include expressions regarding dating. Furthermore, in some
of physical affection that may range from cultures, intermediaries play a role in
“matching” potential partners. Some
hugging, kissing, or holding hands to sexual
students may be hesitant to share their
intercourse. experiences if they do not conform to the
perceived “norms.”
All healthy relationships between two partners
are characterized by communication, respect,
sharing, and trust. They are based on the belief that both partners are equal and that
decision making in the relationship is shared equally.

In healthy relationships, we must maintain the freedom to be ourselves. It is important to

maintain an individual identity, regardless of the type of relationship being pursued.

Maintaining our identity in a romantic relationship also means nurturing the other
relationships we already have with family and friends. At first, dating couples may want
to spend all their time with each other, but it is equally important for couples to spend
time apart so that they can maintain healthy relationships with other people. These
relationships provide perspective, and can be a valuable source of support when a couple
experiences difficult or stressful times in a romantic relationship or when the relationship
ends.

A healthy relationship should be satisfying and

promote individual growth. Establishing NOTE TO TEACHER
mutually acceptable boundaries based on
As discussions about the characteristics of
personal values is important in any
a healthy relationship take place, the term
relationship. Romantic partners should never intimate may come up. Develop a class
pressure each other to do things they have definition of the term so that students
agreed not to do. Mutual respect means not have a common understanding of its
only giving respect to a partner, but also meaning.
showing respect for oneself.

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212  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 RELATIONSHIP CHARACTERISTICS*
Some important characteristics of a healthy relationship are identified below.
Closeness
 You are caring and loyal.
 You trust your partner.
 You share your feelings.
 You support your partner during illness or during stressful times.
Shared Goals and Beliefs
 You share beliefs and values.
 You recognize and respect differences in each other.
Shared Experiences
 You share common interests and friends/acquaintances.
 You talk about your experiences and accept and respect each other’s individual interests.
Communication
 You are honest with each other.
 You listen to each other.
Respect
 You use respectful language and do not act in ways that demean your partner.
 You understand your partner’s wishes and feelings.
 You are ready to compromise—to meet your partner halfway.
Humour
 You and your partner enjoy being with each other and can laugh together.
Affection
 You show your partner you care.
 You show each other affection in many ways.
_______
* Source: Sexuality Education Resource Centre Manitoba, 2006. Adapted with permission.

REFERENCES
For additional information about healthy relationships, refer to the following websites:
MyLaurier Student Portal. “Healthy Relationships.” Student Health and Development.
2007. <www.mylaurier.ca/development/info/Relationships.htm>.
Palo Alto Medical Foundation. “ABCs of a Healthy Relationship.” Teen Health Info. Jan.
2008. <www.pamf.org/teen/abc/>.
Thompson Rivers University (TRU). “Healthy Relationships.” TRU Wellness Centre. 2009.
<www.tru.ca/wellness/physical/sexualhealth/healthy.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

_____________________________________________________________________________
M o d u l e E , L e s s o n 1  213
 Characteristics of an Unhealthy Relationship

Relationships generally start out with good intentions. As relationships develop,

disagreements and conflicts will arise. Conflict is not necessarily negative if we deal with
it appropriately. How we deal with conflict is based on a given situation, as well as on
previously learned behaviours.

In some conflict situations, people may use behaviours that are considered unhealthy or
abusive, and may include the following:
 Emotional: making degrading comments, ignoring, isolating, controlling friendships
and/or activities, threatening
 Physical: slapping, pushing, punching
 Sexual: unwanted touching, forced or coerced sex
 Financial: taking or withholding money, controlling spending
These abusive behaviours will be examined more closely in Module E, Lesson 3.
________________________________________________________________________________

Suggestion for Instruction / Assessment

Characteristics of Healthy and Unhealthy Relationships

Using the Think-Pair-Share strategy (see Appendix E), have students reflect on the
characteristics of healthy and unhealthy relationships.

Directions/Description
 Working individually, students identify what NOTE TO TEACHER
they think are the characteristics of a healthy Remind students to avoid using names
relationship and the characteristics of an or specific situations when providing
unhealthy relationship. examples of relationships so that the
people involved cannot be identified by
 Once they have identified characteristics for anyone in the class.
each category, students work in pairs to rank
their top three to five characteristics in each category.
 As a class, identify the top five characteristics in each category.
 Then have each group identify what each characteristic would look like in a healthy
relationship and in an unhealthy relationship, giving specific examples if possible.
________________________________________________________________________________

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214  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Suggestion for Instruction / Assessment

Relationship Values

This learning activity provides students with an opportunity to reflect on which

characteristics or values are important to them in a relationship, and to what degree.

Have each student complete RM 1–HR. Encourage students to elaborate on their answers,
using more paper as needed.

Refer to RM 1–HR: Relationship Values.

________________________________________________________________________________

Background Information

Benefits of Healthy Relationships

Our psychological health and physical well-being depend heavily on our ability to form
close relationships. The process of relationship building begins with our families, moves
to the formation of friendships, and may eventually lead to romantic relationships. All
these relationships help us to develop interpersonal skills and provide experiences that
assist us in fine-tuning our emotions and feelings.

Our first relationships are with our parents or caregivers. When caregivers feed and
nurture children, they provide a sense of security, trust, and belonging, thus forming a
powerful mutual bond. Children who are benefiting from healthy, loving, and nurturing
relationships will seek proximity or contact with their caregivers. As adults, these
individuals will be more likely to trust other people, feeling secure that they won’t be
abandoned or rejected. This initial relationship with caregivers has implications on many
of the relationships that will follow.

Children who do not experience a secure, healthy relationship in early childhood may
become avoidant, resistant, or ambivalent toward their parents/caregivers. As adolescents
and adults, these individuals may have a difficult time trusting friends and intimate
partners, or letting people get too close for fear of being hurt or rejected.

One of the keys to creating a meaningful and special relationship for life is to affect
someone positively at an emotional level. Caring about someone, particularly at a time of
need, learning to have faith and trust in others and ourselves, and sharing ourselves with
others are some ways to build healthy relationships and to bring about positive outcomes,
which will enrich our lives and the lives of others.

_____________________________________________________________________________
M o d u l e E , L e s s o n 1  215
 Factors Affecting Relationships

In all relationships, people experience times of difficulty. Problems often arise because
the people in the relationships have different expectations, become distracted with other
issues, or have difficulty expressing what is on their minds. Some of the issues or
concerns are controllable, while others are, or are perceived to be, uncontrollable.
Common problems exist in most relationships and, if they remain unresolved, can lead
to a break-up.

Examples of issues encountered in the common problem areas in relationships are

listed below.

Practical/ Compatibility Commitment Affection/Intimacy

Logistical Issues Issues Issues Issues
 Physical distance  Age/maturity  Too busy with  Communication issues
from partner  Values or beliefs other activities/  Power and control
 Financial issues  Personal people  Attraction issues
 Family issues (e.g., character and  Unsupportive of  Mental-emotional issues
family acceptance) attitude partner’s needs, (e.g., low self-esteem,
 Personal goals goals, activities jealousy)
 Culture and  Issues of  Behaviours associated
language infidelity with demonstrating
 Religion affection/intimacy
 Intellect  Emotional or physical
abuse

________________________________________________________________________________

Suggestion for Instruction / Assessment

What’s the Problem?
Using the Carousel Brainstorming strategy (see Appendix E), have students identify
common issues under each of the four common problem areas in relationships.

Directions/Description
 On separate pieces of flipchart paper, write the four common problem areas
encountered in relationships:
Practical/ Compatibility Commitment Affection/
Logistical Issues Issues Issues Intimacy Issues

 Divide the class into four groups and assign each group to one of the four problem
areas identified.
 Give the groups a specific amount of time to brainstorm and record their ideas about
possible examples related to the problem area.

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216  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  After the allotted time has expired, have the groups move to the next flipchart paper
with a different problem area. The groups review the examples already recorded and
offer others if they can. This process continues until each group has visited each of the
four problem areas.
 Allow groups to revisit their original problem area to view additional examples
offered by the other groups.

Possible Debriefing Questions

1. Did you have any difficulty identifying examples under any of the problem areas?
If so, under which one(s)?
2. Did any of the examples seem trivial? Explain.
3. Do any of the four problem areas seem more problematic than others? Explain.
________________________________________________________________________________

Suggestion for Instruction / Assessment

NOTE TO TEACHER
Reflecting on Relationships Due to the sensitive nature of this
learning activity, please be aware of
Have students reflect on relationships by completing and follow divisional policies/
RM 2–HR. guidelines with respect to the
delivery of sensitive content. Also be
aware that there may be disclosures
Refer to RM 2–HR: Reflecting on
which, by law, you must report to
Relationships. the appropriate authorities.
As this learning activity is personal
Students will be asked to review their responses to and confidential, students would not
the questions, and revise any of their comments, at hand it in. Simply ensure that it has
the end of Module E, Lesson 4. been completed.

________________________________________________________________________________

Background Information

Communication: The Cornerstone to Healthy Relationships

A relationship does not exist without communication. A healthy relationship does not exist
without effective communication. Through effective communication we create the
characteristics of healthy relationships, such as trust, openness, and intimacy. We need
effective communication to resolve conflicts, solve problems, and make decisions that
contribute to the strength of a relationship. While patterns of communication may vary
according to our personal style and family and cultural background, being able to express
our values, opinions, feelings, and dreams is important in any meaningful relationship.

Everything we know about ourselves and others can only be processed through some
form of communication. Effective communication is a shared responsibility that involves
both sending and receiving messages. Strategies for effective communication involve
verbal skills, active listening, and the ability to resolve problems or issues.

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M o d u l e E , L e s s o n 1  217
 Communication in relationships is one of
the most complex and strategic activities of NOTE TO TEACHER
human beings. It often takes place at an When addressing communication in healthy
emotional level as we disclose our likes and relationships, be sensitive to the cultural
dislikes, our opinions and suggestions, and backgrounds and life experiences of students in
our wants and needs. This intimate form of your classroom.
communication is best done face to face Communication patterns and behaviours can vary
when each person is able to use the full significantly between people of different cultures
and backgrounds, and as a result of personal or
range of verbal and non-verbal nuances of
family preferences. Depending on the individuals
communication so that a message is and their cultural backgrounds, values and beliefs,
delivered clearly and received without and experiences with diversity, certain behaviours
misunderstandings. related to active listening, and to communication in
general, may be encouraged or discouraged.
We traditionally establish our Please keep in mind that some students may be
communication skills by observing and unaware of, or uncomfortable with, what others
may consider “standard” practices of active
imitating others around us. It is, therefore,
listening, such as direct eye contact, proximity, and
important to provide students with many physical contact.
opportunities to practise effective
communication strategies.

Technological Means of Communication

We are living in an age that places great importance on communication. Never before has
communication been as prolific or as fast as it is today. Advances in the way we
communicate are being made daily through technology that involves computers, the
Internet, satellites, and more. The methods of communication now available through
technology include wired, wireless, and mobile voice messaging, text messaging, email,
and a variety of Internet options (e.g., chat rooms, instant messaging, blogs, personal web
pages).

All methods of communication serve a

purpose, but each method still requires the ELEMENTS OF
same considerations of trust, respect, and COMMUNICATION
kindness. It becomes increasingly difficult, in
A message is constructed of the following
the many forms of modern communication, to
elements (Meade):
convey emotional messages when the subtle
 Words (what you say) account for 7%
shades of meaning expressed through verbal of the message.
and non-verbal communication are not present.
 Voice and tone (e.g., pitch, volume)
What we say is important in any meaningful account for 38% of the message.
relationship, but how we say something is also  Body language (e.g., posture, facial
a vital part of the message. In fact, much of expression, proximity) accounts for
what we say is “heard” through non-verbal 55% of the message.
means of communication (e.g., body language,
tone, pitch, emotion).

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218  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Forming and building relationships by technological means is not without its risks and
dangers. Conversing with someone via email or text messaging has left many people
wondering exactly how a message was meant and has resulted in critical
misunderstandings and conflict. Connecting and building a relationship with someone on
the Internet, where anonymity and pretence are pervasive, has led to many unfortunate
and life-threatening situations.

REFERENCES
For additional information on communication, refer to the following websites:
Kelly Services, Inc. “Effective Communication.” Careers. 2009.
<www.kellyservices.ca/web/ca/services/en/pages/effectivecommunication.html>.
Meade, Lynn. “Nonverbal Communication.” The Message. 16 Jan. 2003.
<http://lynn meade.tripod.com/id56.htm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Suggestion for Instruction / Assessment

How Do I Say It?

Keeping in mind the elements of a message, have a class discussion about the appropriate
use of various modes (e.g., face to face, email, texting, instant messaging, letters) of
communicating various messages (e.g., greeting, arguing, breaking up) within a
relationship and what the positive or negative impact may be. Have students consider
how modes of communication in relationships may differ between generations.

________________________________________________________________________________

Background Information

Steps to Loving Communication*

The following steps are ways to ensure healthy communication that is open, trusting, and
reciprocal:
1. Have reasonable expectations. Keep in mind that partners are not mind readers. Tell
each other what you mean. There will be times when you disagree.
2. Know your own feelings. If you feel unhappy or uncomfortable, take time to think
about how you really feel and why, so you can do something about it.

_________
* Source: Sexuality Education Resource Centre Manitoba, 2003. Adapted with permission.

_____________________________________________________________________________
M o d u l e E , L e s s o n 1  219
 3. Recognize and correct communication-blocking habits. Try not to generalize with
“Never” or “Always” statements. Work at not belittling someone who disagrees
with you.
4. Think before you speak. Take a deep breath so you have time to think about what
you want to say and can say it with care. Focus on the behaviour or issue and not the
person. Use respectful language.
5. Allow the other person to save face. Don’t embarrass your partner in public by
arguing or putting him or her on the defensive in front of friends.
6. Use assertive communication. Use assertive language, such as “I” statements
(e.g., I feel frustrated when you are late).
7. Decide what is negotiable and what is not. Know where and when to compromise
and when to let well enough alone.
8. Make time for communication. Your relationship deserves time, so make time to be
together and just talk to each other.
9. Learn to listen. Don’t jump to conclusions.
10. Give each other compliments and positive comments. It’s sometimes harder to say
something to show you care than to argue.

Styles of Communication
Just as there are various modes of communication, there are also different styles of
communication. The following represent four common styles of communication:
 Passive-passive communication is viewed as non-participatory. There is very little
interaction. Passive communicators are seen as shy and withdrawn. They would much
rather “go with the flow” than face a confrontation.
 Passive-aggressive communication is viewed as manipulative. Passive-aggressive
communicators may seem to agree to avoid confrontation (passive) but will
manipulate others to say things for them or say things behind someone’s back
(aggressive).
 Aggressive-aggressive communication is viewed as controlling. Aggressive
communicators will take control and dominate conversations. In order to “win,”
aggressive communicators feel they need to put others down to protect themselves.
 Assertive-assertive communication is viewed as open and honest. Assertive
communicators are respectful and turn potential win-lose situations into win-win or
win-learn situations. Assertive communicators will be direct, use “I” statements, and
be sensitive to others. Assertive communication is seen as the most effective style of
communication.

While it is important for students to know the characteristics of these four styles of
communication, this module focuses on how to communicate assertively. In Module E,
Lesson 3, students have opportunities to develop and practise assertive communication
skills.

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220  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 2: Rights and Responsibilities in Healthy Relationships

Introduction

In this lesson students learn about the rights and responsibilities associated with healthy
relationships. Any right claimed in a relationship carries with it a duty or a responsibility
either for the claimant or for the partner. Mutually respecting relationship rights and
responsibilities is a way of ensuring the health of the partnership.

This lesson provides students with opportunities to examine and explore the many facets
of rights and responsibilities and apply them to a variety of relationships.

________________________________________________________________________________

Specific Learning Outcome

12.HR.3 Examine rights and responsibilities of individuals in relationships, and explore

how respecting these rights and responsibilities may affect the development of
relationships.
________________________________________________________________________________

Key Understandings

 Healthy relationships involve respecting individual rights (e.g., consent to sexual

activity) and responsibilities.
 Understanding rights and responsibilities involves respecting individual perspectives
related to, but not limited to, culture, gender, age, sexual orientation, and religion.
________________________________________________________________________________

Essential Questions

1. What are the rights and responsibilities of individuals in a relationship?

2. What constitutes consent to sexual activity?
________________________________________________________________________________

Background Information

What Is a Right?

A right is an entitlement to perform or not to perform certain actions, either legally or

morally. With each right that a person possesses, there is a corresponding duty or
responsibility. For example, vehicle drivers have the right to drive on public roads and the
responsibly to follow the laws and rules of the road to ensure their own safety and the
safety of those around them.

_____________________________________________________________________________
M o d u l e E , L e s s o n 2  221
 A person can claim or assert many rights, such as the right to exist, to be loved, to be cared
for, to have access to food, water, and shelter, to a secure environment, to freedom of
choice, to feel proud of own actions, to privacy, to an education, to fair and equal
treatment, and so on. Some rights are determined by law (e.g., age for alcohol
consumption), some are conditional (e.g., free speech balanced with freedom from
discrimination), and some can become limited or restricted (e.g., enforcement of curfews).

Human Rights Legislation

The Canadian
Charter of Rights and FEDERAL LEGISLATION
Freedoms, which is
The Canadian Charter of Rights and Freedoms sets out rights and
Part 1 of The freedoms that Canadians believe are necessary in a free and democratic
Constitution Act, society. It establishes equality rights before and under the law and states,
1982, guarantees in part, the following:
the rights and Guarantee of Rights and Freedoms
freedoms of The Canadian Charter of Rights and Freedoms guarantees the rights
Canadian citizens. and freedoms set out in it subject only to such reasonable limits
prescribed by law as can be demonstrably justified in a free and
It may be helpful to democratic society.
review with
Equality Rights
students some key Every individual is equal before and under the law and has the right
aspects of to the equal protection and equal benefit of the law without
Canadian human discrimination and, in particular, without discrimination based on race,
rights legislation national or ethnic origin, colour, religion, sex, age or mental or
physical disability.
and policies.
(Manitoba students
studied these rights and freedoms as part of the Grade 9 Social Studies curriculum.)

Cultural Diversity: Balancing Legal Rights and Responsibilities

Students in Manitoba classrooms may come from differing backgrounds and experiences
with respect to their knowledge of and attitudes toward human rights and responsibilities
as reflected in Canadian and provincial legislation, policies, and practices. Moreover,
human rights and responsibilities are continually evolving in Canada and in other
countries. Countries may be at different points in their development of human rights
legislation and policy. In some countries, there may be a significant gap between the
legislation and policies and the actual practices. Students and their families who are
relatively new to Canada may have limited knowledge of human rights legislation and
practices in Canada and may have a different concept of the rights and responsibilities of
Canadian citizens than those who have been in the country longer.

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222  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Students and their families may also reflect a variety of different faith groups and belief
systems, which may conflict with some aspects of human rights legislation and policy. It is
important that students explore their legal rights and responsibilities without demeaning
or devaluing their right of freedom of religion. Therefore, students need to explore how to
balance legal rights and responsibilities with their own faith or belief systems.

Keep in mind that equity does not mean that both persons in a relationship must do
exactly the same work in the home or take responsibility for exactly the same aspects of
maintaining a healthy relationship. Families vary in the way they share responsibilities
based on a variety of factors. Some of these may be based on personal practices,
preferences, and choices, and others on social and cultural norms. It is important for
students to explore how the principle of equity may play out in different relationships in
different ways.

Nevertheless, as human rights legislation and practices in Canada have an impact on

family law, all students need to explore how these inform and help shape healthy
relationships.

REFERENCES
For additional information on rights and freedoms in Canada, refer to the following
resources:
Department of Justice Canada. Canadian Charter of Rights and Freedoms. Ottawa, ON:
Department of Justice, 1982. Available online at
<www.laws.justice.gc.ca/en/charter/>.
---. The Constitution Act. Ottawa, ON: Department of Justice, 1982. Available online at
<http://laws.justice.gc.ca/en/const/annex e.html>.
Manitoba Education, Citizenship and Youth. Grade 9 Social Studies: Canada in the
Contemporary World: A Foundation for Implementation. Winnipeg, MB: Manitoba
Education, Citizenship and Youth, 2007. Available online at
<www.edu.gov.mb.ca/k12/cur/socstud/index.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

_____________________________________________________________________________
M o d u l e E , L e s s o n 2  223
 Suggestion for Instruction / Assessment

Distinguishing between a Right and a Privilege: An Activating Activity

This activating activity is intended to check (in general terms) students’ prior knowledge
related to an individual’s rights and the distinction between a right and a privilege.

To prompt discussion, have students share their ideas on whether they would consider
the following to be a right or a privilege in Canada:
 Get a tattoo.
 Play on a sports team.
 Harangue or “boo” a sports official.
 Obtain legal counsel.
 Engage in sexual relations.
 Marry a gay/lesbian partner.
 Live in a safe home.
 Have a cell phone in school.
 Have access to medical care.
________________________________________________________________________________

Background Information

Personal Rights within Relationships

It is important for students to know their personal rights within a relationship. An
individual’s rights include the following.

A PERSONAL BILL OF RIGHTS*

 I have the right to be respected; and I will respect others.
 I have the right to make decisions that fit my values.
 I have the right to affection without having to have sex.
 If I do not want physical closeness, I have a right to say “no.”
 I have the right to start a relationship slowly, before I become involved.
 When a relationship is ending, I will not change myself to try to keep it going.
 I have the right to ask for change in a relationship.
 I have the right to postpone pregnancy until I am truly ready to be a parent.
 I have the right to stay safe from sexually transmitted infections.
 I have the right to get a good education.
 I have the right to plan my future.
 I have the right to change my goals.
__________
* Source: PPM 1998; rev. Sexuality Education Resource Centre Manitoba, 2008. Adapted with permission.

________________________________________________________________________________

_____________________________________________________________________________
224  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Suggestion for Instruction / Assessment

Bill of Rights and Responsibilities

Have students explore the rights and responsibilities associated with various roles in
relationships.

Directions/Description
 Divide the class into small groups. Assign each group to one of the following roles,
with the task of developing a Bill of Rights and Responsibilities (using RM 3–HR) for
the assumed role:
 parent (potential parent)
 friend
 child
 student
 sport participant
 employee
 The Bill of Rights and Responsibilities should include the following two sections:
 I have a right to . . .
 I have a responsibility to . . .
 Have each group present their Bill of Rights and Responsibilities to the class.

Refer to RM 3–HR: Bill of Rights and Responsibilities.

________________________________________________________________________________

Background Information

Responsibility in Relationships

Responsibility is having a duty and being accountable for one’s actions. Responsible people
do what needs to be done, fulfill their obligations, are answerable for their actions, use
good judgment, and don’t let people down. Being responsible, therefore, involves values
such as trust and reliability.

When we are in a relationship with another person we have a responsibility to look after
one another. If we neglect to perform these responsibilities, the relationship may become
unhealthy. In some cases, relationships may become unsafe.

_____________________________________________________________________________
M o d u l e E , L e s s o n 2  225
 Each person in a relationship has the following responsibilities:
 Accept the other person as an individual and treat each other with kindness and
caring. Any form of abuse in a relationship is unacceptable.
 Respect and value each other’s rights.
 Discuss all aspects of the relationship, including sexual health (e.g., sexual history,
testing for sexually transmitted infections, risks, contraception), and share in the
decisions and resulting actions.
 Listen actively and validate and support each other’s feelings.
 Honour the mutually agreed upon decisions and choices.
 Make, and allow each other to make, personal choices and decisions.
 Dignify the relationship by never pressuring each other to do things that either person
is not comfortable doing, including any sexual activity.

Consent to Sexual Activity

In addition to recognizing rights and

responsibilities in relationships, students NOTE TO TEACHER
need to understand what consent means and
Due to the sensitive nature of this content,
how it is given within a healthy sexual please be aware of and follow divisional
relationship. Ensuring active, informed, and policies/guidelines with respect to the
freely given consent is a vital factor in healthy delivery of sensitive content. Also be aware
sexual relationships. that there may be disclosures which, by law,
you must report to the appropriate
authorities.
Unless a person actively says “yes” to an
intimate/romantic/sexual act, the partner is
not permitted physical contact: “The law in
Canada states that only ‘yes means yes’ and
CONSENT*
everything else means NO” (Klinic 15).
 Consent is active, not passive.
In 2008, Canada’s “age of consent” laws  Consent is based on choice.
raised the age of consent from 14 years old to  Consent is not manipulated.
16 years old. These laws were changed to  Consent is not coerced.
provide children with further protection from  Consent is not submission due to fear.
sexual exploitation.  Consent is freely given.
_______
* Source: Canadian Red Cross. “What's Love Got
to Do with It? Everyone Deserves a Healthy
Relationship.” RespectED: Violence and Abuse
Prevention. PowerPoint presentation. Slide 15.
2008. Reproduced with permission.

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226  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 REFERENCES
For additional information on responsibilities in relationships and consent to sexual activity,
refer to the following resources:
Canadian Red Cross. “What's Love Got to Do with It? Everyone Deserves a Healthy
Relationship.” RespectED: Violence and Abuse Prevention. PowerPoint presentation.
Slide 15. 2008.
Canadian Red Cross Youth. “What’s Love Got to Do with It? Relationship Violence
Prevention Program for Youth.” RespectED Programs.
<www.redcrossyouth.ca/respected/programs.html>.
Department of Justice Canada. Frequently Asked Questions: Age of Consent to Sexual
Activity. 12 Dec. 2008. <www.justice.gc.ca/eng/dept-min/clp/faq.html>.
Klinic Community Health Centre. Teen Talk Program. Relation Shifts. DVD and Facilitator’s
Guide. Winnipeg, MB: Klinic Community Health Centre, 2007. The Facilitator’s Guide is
available online at <www.teen-talk.ca/RelationShifts.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Rights and Responsibilities in Intimate Relationships

Now that the class has examined rights and responsibilities within a healthy relationship,
including the issue of consent to sexual activity, have the class develop a Bill of Rights and
Responsibilities for someone in an intimate relationship.

Refer to RM 3–HR: Bill of Rights and Responsibilities.

________________________________________________________________________________

_____________________________________________________________________________
M o d u l e E , L e s s o n 2  227
Lesson 3: Unhealthy and Abusive Relationships
Introduction
In this lesson students learn that conflicts and disagreements are part of all relationships
and that there are appropriate ways of behaving when dealing with these conflicts. When
the behaviours in a relationship are inappropriate, an abusive relationship may develop.
Abuse of any kind is unacceptable and may even be indictable under the Criminal Code of
Canada. Students learn about the warning signs of abusive relationships and how abuse
can be subtle or obvious. They also learn that some relationships must end because they
are unhealthy and, in some cases, place individuals in danger. Students have the
opportunity to practise effective and assertive communication skills.

It is essential that teachers discuss the following topics with students prior to teaching
this lesson: the characteristics of healthy relationships (Module E, Lesson 1); effective
communication within relationships (Module E, Lesson 1); and the rights and
responsibilities within an intimate relationship, including consent (Module E, Lesson 2).
________________________________________________________________________________

Specific Learning Outcomes

12.HR.2 Demonstrate understanding of effective communication within a relationship
and the potential impact of technology on communication within a
relationship.
12.HR.4 Apply problem-solving and decision-making strategies to identify and prevent
the development of abusive relationships and/or to end unwanted
relationships.
________________________________________________________________________________

Key Understandings
 Everyone has the right to be in a relationship that is free from any form of abusive
behaviour.
 Abusive relationships are the result of abusive behaviours that may develop over time.
 Everyone has the right to end a relationship safely.
 There are appropriate ways to end an unhealthy relationship as safely as possible.
 Changing abusive behaviours is not the responsibility of those victimized by the
behaviours.
________________________________________________________________________________

Essential Questions
1. What are the warning signs of an abusive relationship?
2. What are the types of abusive behaviours?
3. What are some appropriate ways of ending an unhealthy relationship?
________________________________________________________________________________

_____________________________________________________________________________
M o d u l e E , L e s s o n 3  229
 Background Information

Early Warning Signs of Abuse

Any relationship in which the responsibilities are not being met can develop into an
unhealthy relationship. If the conflicts that arise are not mutually resolved, they may lead
to unacceptable behaviours, which may be considered abusive.

Abuse in a relationship can be emotional, physical, sexual, or financial (as discussed in

Module E, Lesson 1). Anyone, regardless of his or her background, can be abusive, and
both males and females can be abused. Emotional abuse (e.g., making degrading
comments, isolating) is often a warning sign of escalating abuse. In some cases, physical
abuse does not start until much later in a relationship, but early warning signs are usually
evident. Being aware of warning signs during the dating process is especially important.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Troubles in Paradise
While everyone has a different degree of tolerance for certain behaviours in a relationship,
some behaviours should never be tolerated. This learning activity challenges students to
determine which behaviours can be worked on and which behaviours lead to or signal the
end of an unhealthy relationship.

Directions/Description
 Provide each student with a copy of RM 4–HR and have students complete it
individually.
 Once students have completed the form, divide the class into small groups to discuss
their selections. Have the groups determine behaviours that were most commonly
selected and behaviours that resulted in the most varied responses.
 As a class, identify five to eight warning signs from the behaviours that prompted
common responses.

Refer to RM 4–HR: Troubles in Paradise.

Possible Debriefing Questions

1. What was it about the identified behaviours that prompted students’ selections?
2. Were there any unanimous responses? If so, for which behaviours?
3. What behaviours signalled the termination of the relationship?
4. What behaviours warranted assistance from others?
5. What behaviours prompted dissimilar responses, and why?
________________________________________________________________________________

_____________________________________________________________________________
230  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Suggestion for Instruction / Assessment

Relation Shifts

As identified in Module E, Lesson 1,

abusive behaviour in a relationship or in a NOTE TO TEACHER
dating situation can be categorized as The Relation Shifts case studies, developed by
emotional, physical, sexual, or financial Klinic Community Health Centre, Teen Talk
abuse. Program, are available for loan or duplication
from the Instructional Resources Unit of
RM 5–HR presents a case study of a Manitoba Education, Citizenship and Youth.
teenaged couple. This case study shows  To borrow a copy of the Relation Shifts
Facilitator’s Guide, please contact
how emotional abuse and physical abuse
Media Booking Services
may manifest themselves in a relationship. Telephone: 204-945-7849
Toll-Free: 1-800-592-7330
Directions/Description Provide the title and media booking
number: D-0873.
 Divide the class into five groups and
 To order a copy of the Relation Shifts DVD,
have each group review the case study.
please use the Media Duplication Order
 A narrator reads the case study to the Form available online at
<KWWSZZZHGXJRYPEFDNLUXIRUPV
group and asks the questions at the
GXEIRUPBUHODWLRQBVKLIWVSGI>.
indicated place.
Provide the title and duplication request
 After each group has completed the case number: DV-0041.
study, they report to the class about the Caution
case study and the group discussion. The case studies presented on the Relation
Shifts DVD depict the full range of
relationships, including same-sex and
Refer to RM 5–HR: Relation Shifts: heterosexual couples, each involving a
Case Study. particular type of abuse or violence.
Check with your school administration for
For more information and/or to examine school and school division guidelines and
procedures related to depth and breadth of
additional case studies that depict other
content, choice of learning resources,
forms of abusive behaviours, teachers may assessment/reporting procedures, and
consider using the Relation Shifts DVD and providing a parental option.
Facilitator’s Guide (refer to Note to A parental option means that parents may
Teacher). choose a school-based or alternative delivery
(e.g., home, professional counselling).
Teachers are reminded to review both the DVD
and the Facilitator’s Guide in order to be
familiar with the content and suggestions
related to introduction, debriefing, and
action-planning activities.

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M o d u l e E , L e s s o n 3  231
 Questions for Discussion*
1. Did either of the characters start dating because he or she was planning on
experiencing abuse?
2. What were some of the first signs of abuse in this relationship?
3. What abusive behaviours did you notice in the couple?
4. What excuses did the person acting abusively use?
5. Do you think the person believed his or her own excuses? If yes or maybe—Does that
make the abuse okay?

Possible Debriefing Questions*

1. If someone acts abusively once, do you think the person will likely do so again?
Yes, most often abuse will continue to happen. Abuse usually starts to happen slowly, and then
happens more and more frequently over time. Abusive acts also become increasingly serious
over time.
2. If we know that abuse becomes more frequent and gets worse over time, what can
someone do to get away from the abuse?
Leave the relationship.
__________
* Source: Klinic Community Health Centre. Teen Talk Program. Relation Shifts. DVD and Facilitator’s Guide. Winnipeg, MB:
Klinic Community Health Centre, 2007. 6–7. Adapted with permission.

REFERENCES
For additional information related to abusive relationships or dating violence, refer to the
following websites:
Department of Justice Canada. Criminal Code (R.S. 1985, c. C–46).
<http://laws.justice.gc.ca/en/C-46/>.
Klinic Community Health Centre. Teen Talk Program. Relation Shifts. DVD and Facilitator’s
Guide. Winnipeg, MB: Klinic Community Health Centre, 2007.
---. Relation Shifts: Facilitator’s Guide. Winnipeg, MB: Klinic Community Health Centre,
2007. Available online at <www.teen-talk.ca/RelationShifts.html>.
Queen’s Human Rights Office. “Are You in a Healthy Relationship?” Sexual Harassment
Menu: Healthy Relationships. 1999.
<www.queensu.ca/humanrights/2Relationships.htm>.
Teen Talk. “Dating Violence.” FAQ: Teen Dating Violence. <www.teen-
talk.ca/FAQFiles/Teen%20Dating%20Violence%20Sections/TDV%20FAQ.htm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

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232  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Background Information

Breaking Up

Beginning and ending relationships is a part of life that we all experience. Some
relationships do come to an end or have to be terminated. Sometimes relationships simply
fade away because the people in the relationships develop new goals or new interests.
Some relationships, however, develop conflicts that result in irreconcilable differences and
sometimes even result in abusive situations, as examined in the Relation Shifts case study.

Ending a relationship is never easy. Even when a relationship is abusive, deciding to end
it may be difficult, and it is certainly normal to feel nervous and sad about doing it. If it is
determined that a relationship must end, there are appropriate ways to do this.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Top 10 Ways Not to Break Up

Using the group brainstorm strategy, have students identify ways that could be
considered inappropriate in breaking up with someone (e.g., text message). From this
brainstormed list, identify the class’s top 10 ways not to break up and post the list in the
classroom.

________________________________________________________________________________

Suggestion for Instruction / Assessment

Breaking up is Hard to Do

While the Relation Shifts case study may be used for

this learning activity, students could also create NOTE TO TEACHER
their own scenarios (and submit them to the If students are creating their own
teacher on paper). scenarios, they should submit them in
writing for your review before they
Directions/Description present them to others. If you find
that the scenarios are not appropriate
 In small groups (or individually), have students as submitted, they may need to be
script appropriate ways to break up with a edited by you or by the students.
partner.
 Each response should
 identify what method of communication (e.g., phone, text, email) the person
initiating the break-up would use, and explain why
 use assertive communication skills (see RM 6–HR)

_____________________________________________________________________________
M o d u l e E , L e s s o n 3  233
  identify, if possible, why the person is breaking up (if personal safety is not a
concern)
 describe a plan to ensure personal safety if this is a concern
 Have each group share their scenario and responses with the rest of the class.
 For any scenarios that included abusive behaviour, have the class identify possible
ways that the abusive person could change his or her behaviour(s).
 This activity could conclude with a class discussion about appropriate responses on
behalf of the person who did not initiate the break-up.

Refer to RM 6–HR: Assertive Communication Tips.

ADDITIONAL RESOURCES
The following resources, available from the National Clearinghouse on Family Violence
(NCFV) and the National Film Board (NFB) of Canada, address the cycle of violence, dating
violence, and sexual assault.
Beyond—Surviving the Reality of Sexual Assault. VHS. NFB. 2000. (27 min.)
See <www.nfb.ca/collection/films/fiche/?id=50601>.
“This is a story of a young woman who is sexually assaulted by a causal acquaintance.
The video depicts the sexual assault, her experiences in seeking treatment and
support, dealing with the justice system, and her ability to heal” (Health Canada,
NCFV, and NFB 15).*
A Love That Kills. VHS. NFB. 1999. (19 min. 32 sec.)
See <http://www3.nfb.ca/collection/films/fiche/index.php?id=33865>.
“A Love That Kills is a powerful documentary that tells the story of a 19-year-old
woman who was murdered by her former boyfriend. The video helps to identify the
warning signs of partner abuse, and the related effects, especially in young people”
(Health Canada, NCFV, and NFB 19).*
Babcock, Maggie, and Marion Boyd. Choices for Positive Youth Relationships:
Instructional Guide. Kit. Mississauga, ON: Speers Society, 2002.
“This package contains the video A Love That Kills, plus a 140-page teacher’s guide for
[Grades 10 to 12] students developed by the Speers Society, a charitable organization
dedicated to preventing youth relationship abuse” (NFB
<http://www3.nfb.ca/collection/films/fiche/index.php?id=51227>). **
Your Truth Is Your Truth—Moments with Strong Women from Abusive Peer Relationships.
NFB. 2001. (30 min.) See <http://www3.nfb.ca/collection/films/fiche/?id=51604>.
“This video profiles women who have experienced partner, spousal, or dating abuse. It
features interviews with women of all ages with a particular focus on young women
and their views on positive relationships. The video is an ideal resource providing
education on the various forms of abuse, individual empowerment, and the essential
elements of healthy relationships” (Health Canada, NCFV, and NFB 24).*
__________
* Source: Health Canada, National Clearinghouse on Family Violence, and the National Film Board of Canada. National
Clearinghouse on Family Violence: Video Catalogue. Ottawa, ON: Health Canada, 2005. Available online at
<http://www3.nfb.ca/webextension/ncfv-cnivf/index.html>.
** Source: National Film Board of Canada. Our Collection. <http://www3.nfb.ca/collection/films/>.
________________________________________________________________________________

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234  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
Lesson 4: Community Supports and Services

Introduction
Students have examined relationships from many viewpoints in Module E. They were
able to examine the characteristics of healthy and unhealthy relationships and explore
how to build strong bonds with the important people in their lives. They learned about
the need for rights and responsibilities in healthy relationships and the need to be aware
of warning signs that could lead to unhealthy relationships. This module has also
addressed how to end an unhealthy relationship effectively and as safely as possible.

Everyone comes from a different background and has different life experiences. The
interactions we have with others along life’s journey give each of us opportunities to
practise the skills we will need to grow as individuals and to build the kinds of
relationships that best suit us. Sometimes, however, we are confronted with relationship
and sexual/reproductive situations that are beyond our capabilities to manage on our
own. This is when we need to feel free and empowered to seek help and assistance from
others. This lesson is intended to help students realize that support is available to them
and to help them develop skills and strategies to get the assistance they need.

________________________________________________________________________________

Specific Learning Outcome

12.HR.5 Apply problem-solving and decision-making strategies to recognize unhealthy
relationships, and identify community supports and services to assist in the
healthy resolution of relationship issues.
________________________________________________________________________________

Key Understandings

 Issues arise in relationships, and people require assistance in resolving them.

 Community supports and services are available to assist people in dealing with
relationship and sexual/reproductive health situations.
 Individuals have rights when seeking and receiving assistance.
________________________________________________________________________________

Essential Questions
1. What community supports and services are available to assist people in dealing with
relationship and sexual/reproductive health situations?
2. What barriers may exist in seeking support for relationship and sexual/reproductive
health situations, and how are people’s rights (e.g., privacy, confidentiality) protected?
________________________________________________________________________________

_____________________________________________________________________________
M o d u l e E , L e s s o n 4  235
 Background Information

When There’s a Need

When things go wrong in a relationship, the resulting tension and stress can become
overwhelming. Most situations leading to conflicts in relationships can be resolved by
using the assertive communication strategies addressed in Lessons 1 and 3 of Module E.
In extreme cases, partners may come to a point in their relationship when they are unable
to resolve the issues leading to serious conflicts. When this happens, it may be sensible to
seek outside help to save the relationship. Ideally, partners should make a mutual
decision to seek help when a relationship is hurting; however, if one partner is not willing
to seek help, this should not preclude the other partner from doing so. It is important that
both partners agree to look for solutions to the relationship problems by understanding
the reasons for them.

Many community supports and services exist for people who need to talk to someone
about issues related to personal health and relationships. Couples may obtain assistance
from school counsellors, family members, members of their religious community, or close
friends who can provide new perspectives on the problems and help them to recognize
possible solutions. Getting advice from others who have nurtured long-standing
relationships themselves is sensible, as they may have experienced similar issues in the
past. The wrong advice from inexperienced sources can, however, result in a destroyed
relationship, so individuals need to take care in deciding from whom they will take
advice.

Deciding to seek professional help from a guidance counsellor or a relationship counsellor

is often a good choice. A counsellor will teach both partners better communication skills,
as well as identifying different methods of handling similar problems and situations that
may arise in the future.

Seeking professional help and support can mean the difference between saving a
relationship and allowing it to end with malice and spite. By repairing a troubled
relationship, couples are also able to help others if they come for advice. A couple that has
sought professional help may be able to provide solid advice and guidance to others
facing similar problems.

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236  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Sources of Support

Various professional and community supports are available to assist people in dealing
with relationships and sexual/reproductive health care. Some of the possible supports
and services are listed below:
 school counsellor, advisor, teacher, Elder
 school clinic or public health office
 community health clinics (e.g., Health Action Centre, Klinic Community Health
Centre, Mount Carmel Clinic)
 teen clinics (e.g., Youville Centre, Ndinawe Youth Resource Centre, Access Transcona
Teen Clinic)
 supportive phone lines (e.g., Kids Help Phone, Klinic Crisis Line, Teen Touch)
 community or private counsellors
 peer support groups
 psychologists
 Child and Family Services

Protection of Privacy and Confidentiality

While many supports and services are available, there are also barriers to accessing them.
Individuals need to be aware that they have rights to protection of their medical and
personal information.

The Personal Health Information Act was enacted by the Manitoba government in 1997 to
protect people’s privacy and confidentiality so that they would not be afraid to seek health
care or to share personal information. Teens do not need anyone’s permission to access
medical care, including sexual and reproductive health care.

REFERENCES
For additional information on community supports and services and on protection of rights,
refer to the following websites:
Healthy Child Manitoba. Teen Clinic Services Manual. Winnipeg, MB: Healthy Child
Manitoba, 2006. Available online at
<www.gov.mb.ca/healthychild/had/had TeenClinicServices.pdf>.
Manitoba. The Personal Health Information Act. C.C.S.M. c. P33.5. Winnipeg, MB: Queen’s
Printer—Statutory Publications, 1997. Available online at
<http://web2.gov.mb.ca/laws/statutes/ccsm/p033-5e.php>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

_____________________________________________________________________________
M o d u l e E , L e s s o n 4  237
 Suggestion for Instruction / Assessment

Community Supports and Services

In this learning activity, students identify and explore community agencies and resources
available to individuals who need assistance in addressing relationship or
sexual/reproductive health situations.

Directions/Description
 Divide the class into groups and assign one of the relationship or sexual/reproductive
health situations identified below to each group.
 Students investigate supports and services available for their assigned situation. They
also identify potential barriers (e.g., hours of operation) to accessing these resources.
 The groups present their findings to the class. The other members of the class can
suggest other supports and services and information that is not identified by the
presenting group.
 Once all the community supports and services have been identified for a given
situation, have the class identify any community supports or services that address
more than one issue.
 As a class, identify possible strategies to overcome the barriers to accessing resources.
Relationship or Sexual/Reproductive Health Situations
Where in your community could you go for assistance when faced with the following
situation(s)?
1. You know someone who has contemplated or is contemplating suicide.
2. You are being cyber bullied.
3. You are considering contraceptive methods/products and need reliable information.
4. Your friend has a drug problem.
5. You think you may have a sexually transmitted infection (STI).
6. Your parents kicked you out of the house.
7. You’re looking for information about having a healthy pregnancy.
8. Your boyfriend or girlfriend is physically abusive.
9. You are in a gang but want to get out.
10. You are pregnant, or your partner is pregnant, and you need help.
11. You have been, or know someone who has been, sexually assaulted.
________________________________________________________________________________

_____________________________________________________________________________
238  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Suggestion for Instruction / Assessment

Reflecting on Relationships

Now that students have examined relationships NOTE TO TEACHER

in some detail, have them revisit RM 2–HR: As indicated in Module E, Lesson 1,
Reflecting on Relationships, which they student reflections/responses must be
completed in Module E, Lesson 1. Ask them to kept in the strictest of confidence. This
assignment should be assessed only for
review their initial responses and update them completion.
as appropriate.

Refer to RM 2–HR: Reflecting on Relationships.

REFERENCES
For additional information and/or resources related to relationships and sexual/
reproductive health, contact the following organizations and refer to their websites:
Canadian Federation for Sexual Health. “How to Talk about Sex with Your Healthcare
Provider.” How to Talk about Sex. 9 May 2008.
<www.cfsh.ca/How to Talk about Sex/With-Healthcare-Providers/>.
Canadian Red Cross. “RespectED: Violence and Abuse Prevention.” How We Help. Nov.
2008. <www.redcross.ca/respected/> or
<www.redcross.ca/article.asp?id=294&tid=030>.
Canadian Red Cross Youth. “What’s Love Got to Do with It? Relationship Violence
Prevention Program for Youth.” RespectEd: Programs.
<www.redcrossyouth.ca/respected/programs.html>.
Klinic Community Health Centre. Teen Talk. <www.teen-talk.ca/>.
Manitoba Health. “Public Health Offices of Manitoba.” Public Health.
<www.gov.mb.ca/health/publichealth/offices.html>.
Sexuality Education Resource Centre Manitoba, Inc. “Sexuality Education for Schools.”
SERC for Everyone. 2006. <www.serc.mb.ca/GE/WA/23>.
The Society of Obstetricians and Gynaecologists. Teachers. SexualityandU.ca.
<http://sexualityandu.ca/teachers/index.aspx>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

________________________________________________________________________________

_____________________________________________________________________________
M o d u l e E , L e s s o n 4  239
RESOURCE MASTERS

Module A: Physical Activity Practicum

Module B: Fitness Management

Module C: Nutrition

Module D: Personal and Social Development

Module E: Healthy Relationships

MODULE A

Lesson 1
RM 1–PA: Personal Physical Activity Inventory: Current Participation
(Word and Excel)
RM 2–PA: Personal Physical Activity Inventory: Choices for an Active Life

Lesson 2
RM 3–PA: Physical Activity Inventory (Word and Excel)
RM 4–PA: Risk-Management Plan

Lesson 3
RM 5–PA: Personal Physical Activity Plan
RM 6–PA: Sample Cover Letter for Physical Activity Practicum
RM 7–PA: Physical Activity Log (Word and Excel)
RM 8–PA: Sample Sign-off Form for Completion of OUT-of-Class Physical
Activity Practicum (Form for Parent/Guardian)
RM 9–PA: Sample Sign-off Form for Completion of OUT-of-Class Physical
Activity Practicum (Form for Authorized Adult)
 RM 1–PA: Personal Physical Activity Inventory: Current Participation

Name _______________________________ Class ______________ Date _______________________

Directions/Description

Complete the following Personal Physical Activity Inventory table, indicating

 the types of physical activities in which you participate regularly
 the frequency (days per week) of the physical activities
 the amount of time (hours : minutes) spent doing the activities at each of the intensity levels
(perceived exertion)
 Light activities: You begin to notice your breathing, but talking is fairly easy.
 Moderate activities: You can hear yourself breathe, but can still talk.
 Vigorous activities: You are breathing heavily. It is difficult to talk.
Example
Ice hockey—3 times/week, each time for 1 hour and 30 minutes, which equals 4 hours and 30 minutes, of which
1 hour may be at a light intensity level, 2 hours moderate, and 1 hour and 30 minutes vigorous.

Personal Physical Activity Inventory

Amount of Time (Hours : Minutes) and
Physical Activity Frequency Intensity Level (Perceived Exertion)
Light Moderate Vigorous
times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

times/week hr.: min. hr.: min. hr.: min.

Total Time for

Each Intensity hr.: min./week hr.: min./week hr.: min. /week
Level

Total Time (Moderate and Vigorous) = hr.: min.

Total Time/Week = hr.: min.

Once you have completed this inventory table, answer the questions in RM 2–PA: Personal
Physical Activity Inventory: Choices for an Active Life.
 RM 2–PA: Personal Physical Activity Inventory: Choices for an Active Life

Name Class Date

Current Status of Physical Activity Participation

In answering the following questions, refer to the table you completed in RM 1–PA: Personal
Physical Activity Inventory: Current Participation.

1. Will your physical activity profile (as recorded in RM 1–PA) likely change during the time of
this course? Explain.

2. Would the change (or lack of change) help or hinder your ability to complete the physical
activity requirements for this course? Explain.

3. Based on the criteria of the physical activity practicum that your teacher has identified for
you and the information you provided in the Personal Physical Activity Inventory table
(in RM 1–PA), how do you see yourself meeting the requirements for your physical activity
practicum?
I am already on track to meet the requirements for my physical activity practicum.
I will be able to meet the requirements for my physical activity practicum with some
additions to my current level of physical activity participation.
I am currently not active enough to meet the requirements of this course and will need
the assistance of my teacher, friends, and family to do so.

4. What are some ways in which you could increase the level of physical activity participation
on a weekly basis to meet the requirements of this course?

Continued
 RM 2–PA: Personal Physical Activity Inventory: Choices for an Active Life
(Continued)

Activity Choices for an Active Lifestyle

5. Identify, in the space provided below, three physical activities you can see yourself doing in
the next five years that would sustain an active lifestyle. One of the physical activities should
be something you are currently not engaged in and represent a goal for the future. Indicate
why you chose each activity.

Physical Activity Why did you choose this activity?

6. What will keep you motivated to stay physically active?

 RM 3–PA: Physical Activity Inventory

This Physical Activity Inventory is intended to assist students in identifying activities that they
would like to include in their physical activity practicum. Students may choose physical activities
based on the type of activity, the health-related fitness component(s) to which the activity
contributes, the level of risk involved in the activity, or a combination of these factors.
A Physical Activity Safety Checklist is available for each of the activities listed. These checklists
contain information about managing risk, under the following risk factors:
 level of instruction
 level of supervision
 facilities/environment
 equipment
 clothing/footwear
 personal and other considerations

REFERENCE
For copies of the Physical Activity Safety Checklists, refer to the following resource:
Manitoba Education, Citizenship and Youth. OUT-of-Class Safety Handbook: A Resource for Grades
9 to 12 Physical Education/Health Education. Winnipeg, MB: Manitoba Education, Citizenship
and Youth, 2008. Available online at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

Codes for Physical Activity Inventory

The following codes are used in the Physical Activity Inventory.
Code for Type of Activity Code for Risk Factor Rating (RFR)
AL Active Living RFR Level of safety concerns; recommended
AP Alternative Pursuits instruction and supervision.
CO Combative Activities 1 There are few safety concerns for this physical
FIT Fitness Activities activity; little or no qualified instruction or adult
supervision is required.
IT Invasion/Territory-Type
Sports/Games 2 There are some safety concerns for this physical
NW Net/Wall-Type Sports/Games activity; quality instruction is recommended, and little
or no adult supervision is required.
RG Rhythmic Gymnastic-Type Activities
SF Striking/Fielding-Type Sports/Games 3 There are several safety concerns for this physical
activity; qualified instruction is required, and adult
TG Target-Type Sports/Games
supervision is recommended.
4 There is a high level of safety concern for this physical
activity; qualified instruction and adult supervision are
required.

Code for Health-Related Fitness Component

 Indicates that the activity contributes to the specific health-related fitness component.

Continued
 Physical Activity Inventory
Health-Related Fitness Components
Type Cardio-
of respiratory Muscular Muscular
Interest All Activities Activity Endurance Strength Endurance Flexibility Risk
Aerobics—Dance FIT    2
Aerobics—Step FIT    2
Aerobics—
FIT    4
Water/Aqua
Aikido CO     4
Archery TG  4
Athletics—Jumps FIT   3
Athletics—Long-   
FIT 2
Distance Running
Athletics—Middle-   
FIT 2
Distance Running
Athletics—Sprints,    
FIT 2
Relays, Hurdles
Athletics—Throws FIT   4
Backpacking AP    3
Badminton NW    2
Bandy IT   3
Baseball SF    2
Basketball IT     2
Biathlon AP    4
Bocce TG  1
Bowling—5-Pin,  
TG 1
10-Pin
Boxing CO    4
Broomball IT    3
Calisthenics FIT    1
Canoeing/Kayaking/   
AP 4
Rowing
Canoe/Kayak
Tripping   
AP 4
(Wilderness/
Whitewater)
Catch (For safety,
see Low-Organized AL   1
Games)
Cheerleading RG     4

Continued
 Physical Activity Inventory (Continued)
Health-Related Fitness Components
Type Cardio-
of respiratory Muscular Muscular
Interest All Activities Activity Endurance Strength Endurance Flexibility Risk
Circuit Training FIT     2
Climbing—Wall,
Rock, Bouldering, AP    4
Ice Tower
Cricket SF    2
Croquet (For safety,
see Low-Organized TG  1
Games)
Cross-Country   
FIT 2
Running
Curling TG   2
Cycling—BMX,
Cyclocross, Mountain   
AP 3
Bike, Road Racing,
Track Racing
Cycling—Indoor/
FIT    1
Stationary
Cycling—   
AL 2
Recreational
Cycling—Trips AP    3

Dance—Ballet RG     2

Dancing—Ballroom RG   2

Dancing—Folk RG   2

Dancing—Hip Hop RG   2

Dancing—Hoop RG   2

Dancing—Line RG   2

Dancing—Square RG   2

Dancing—Tap RG   2
Diving—
Springboard, RG  4
Platform
Dodging Games (For
safety, see Low- FIT    1–4
Organized Games)
Continued
 Physical Activity Inventory (Continued)
Health-Related Fitness Components
Type Cardio-
of respiratory Muscular Muscular
Interest All Activities Activity Endurance Strength Endurance Flexibility Risk
Fencing CO    4
Field Hockey IT     3
Fitness Training
FIT    3
(Exercise Machines)
Fitness Training
(Small Equipment)
(e.g., Stretch Bands,
Physio Balls, Jump FIT     2
Ropes, Agility
Ladders, Medicine
Balls)
Football—Flag IT     2
Football—Tackle IT    4
Frisbee (For safety,
see Low-Organized AL  1
Games)
Geocaching AP    4
Goal Ball IT   4
Golf TG    2
Gymnastics—
General, Tumbling, RG    4
Artistic
Hacky Sack (For
safety, see Low- AL   1
Organized Games)
Handball—1-Wall,
NW     1
4-Wall
Hiking AP   2
Hockey—Ice IT     4
Hockey—
IT     4
Roller/Inline
Hockey-Type
Games—Ball, Floor,
IT     3
Road, Floorball, Gym
Ringette, Shinny
Horseback Riding—
Western, English AP   4
Saddle
House and Yard
AL    1
Work
Continued
 Physical Activity Inventory (Continued)
Health-Related Fitness Components
Type Cardio-
of respiratory Muscular Muscular
Interest All Activities Activity Endurance Strength Endurance Flexibility Risk
Jogging FIT    1
Judo CO     4
Jump Rope (For
safety, see Fitness FIT   1
Training)
Karate CO     4
Kickball (Soccer- 
AL 1
Baseball)
Kickboxing CO     4
Lacrosse—Box, Field IT     4
Lacrosse—Soft IT     3
Lawn Bowling TG   1
Lawn Mowing AL    3
Low-Organized Effect on health-related fitness will vary from one
AL 1–4
Games game/activity to another.
Martial Arts CO     4
Orienteering AP   2
Paddleball NW   2
Pilates (For safety,   
FIT 2
see Fitness Training)
Qigong FIT   2
Racquetball NW     2
Rhythmic   
RG 2
Gymnastics
Ringette IT     4
Rock Climbing (For   
AP 4
safety, see Climbing)
Rowing—Ergometer
(For safety, see
Fitness Training FIT    3
[Exercise
Machines])
Continued
 Physical Activity Inventory (Continued)
Health-Related Fitness Components
Type Cardio-
of respiratory Muscular Muscular
Interest All Activities Activity Endurance Strength Endurance Flexibility Risk
Rowing—Sport (For
safety, see   
AP 4
Canoeing/Kayaking/
Rowing)
Rugby—Flag IT    3
Rugby—Tackle IT     4
Sailing/Yachting AP   4
Scuba Diving AP  4
Sepak Takraw NW     2
Skateboarding AL   2
Skating—Figure RG    2
Skating—Ice AL    2
Skating—
Inline/Roller AL    2
(Indoor, Outdoor)
Skiing—Alpine AP    4
Skiing—Cross- 
AP  2
Country
Skiing—Water AP   4

Snorkelling AP  4

Snowboarding AP    3

Snowshoeing AP   2

Soccer IT     2
Softball—Slo Pitch,   
SF 2
Modified, Fast Pitch
Speed Skating AP     3
Spinning (For safety,
see Cycling—Indoor/ FIT    1
Stationary)
Squash NW     2
Stretch Banding (For
safety, see Fitness FIT    1
Training)
Continued
 Physical Activity Inventory (Continued)
Health-Related Fitness Components
Type Cardio-
of respiratory Muscular Muscular
Interest All Activities Activity Endurance Strength Endurance Flexibility Risk
Stretching (For
safety, see Fitness 
FIT 1
Training [Small
Equipment])
Swimming—Open    
FIT 4
Water
Swimming—Pool FIT     4

Table Tennis NW   2

Tae Bo FIT     2

Tae Kwon Do CO     4

Tai Chi FIT   1

Tchoukball IT     2

Team Handball IT     2

Tennis NW     2
Tobogganing,  
AP 3
Sledding, Tubing
Triathlon FIT     4
Tumbling (For
safety, see RG    4
Gymnastics)
Ultimate IT     2

Volleyball NW    2

Walking AL   1

Water Polo IT   4

Weightlifting FIT    3
Weight (Strength/    
FIT 3
Resistance) Training
Windsurfing/  
AP 4
Sailboarding
Wrestling—
Freestyle, Greco- CO     4
Roman
Yoga FIT    2
 RM 4–PA: Risk-Management Plan

Name Physical Activity

Date(s) Location

Directions/Description
Taking responsibility for safety is a very important part of the OUT-of-class component of the
Grade 12 Active Healthy Lifestyles course. The safety concerns and risk factors that need to be
considered during participation in physical activities include those identified below. Refer to this
list of considerations when you complete the Risk-Management Plan on the following pages,
using an activity with a high risk factor rating (RFR) from your personal physical activity plan.

Safety and Risk-Management Considerations

Level of Instruction Equipment
 How much instruction will be required?  Has the equipment been inspected and properly
 Do the instructors have the necessary maintained?
qualifications?  Have modifications been made to the equipment?
 Will a skills assessment be done to determine  What protective equipment should be worn?
the participant’s level of ability?  Does the equipment use require special instruction
or adjustment?
Level of Supervision
 What level of supervision will be required? Clothing/Footwear
 Are emergency procedures in place?  Does the activity require special clothing or
 What equipment or supplies (e.g., phone, first footwear?
aid kit) will be required?  Will additional clothing be required to address
 Do the supervisors have adequate training to environmental conditions?
respond to an emergency?
Personal and Other Considerations*
Facilities/Environment  Is the activity appropriate for the physical condition
 Have the potential hazards been identified? of the participant?
 Has the area been inspected?  Will instruction be required?
 Does the facility have user rules?  Does the participant have adequate insurance
 Are any modifications or restrictions required? coverage?
 Will precautions be needed based upon the  Will there be a need for special rules and
environment? responsibilities?
 Who is the emergency contact person?
 Is transportation required?
__________
* Special health care needs, skill level, experience, accessibility, and so on.

REFERENCE
General safety guidelines and Physical Activity Safety Checklists to assist in planning for student
participation in a variety of physical activities and in managing risk factors for each activity are
provided in the following resource. Each activity has been assigned a risk factor rating (RFR) on a
scale of 1 to 4, with an RFR of 4 representing the highest risk.
Manitoba Education, Citizenship and Youth. OUT-of-Class Safety Handbook: A Resource for Grades 9
to 12 Physical Education/Health Education. Winnipeg, MB: Manitoba Education, Citizenship and
Youth, 2008. See Appendices C, D, and E. The document is available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.
The list of Physical Activity Safety Checklists for specific activities is available online at
<www.edu.gov.mb.ca/k12/cur/physhlth/out of class/checklists/index.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.
Continued
 RM 4–PA: Risk-Management Plan (Continued)

Risk-Management Considerations for People

Considerations How will the consideration be addressed?
Participant(s)

Instructor(s)

Supervisor(s)

Risk-Management Considerations for Facilities/Environment

(Outdoor/Indoor Facilities, Play Area)
Considerations How will the consideration be addressed?
Facilities/Environment

Continued
 RM 4–PA: Risk-Management Plan (Continued)

Risk-Management Considerations for Equipment and Clothing/Footwear

Considerations How will the consideration be addressed?
Activity-Related
Equipment
(e.g., skis, ski poles for
downhill skiing)

Protective Equipment
(e.g., helmet, wrist guards,
knee guards, elbow guards for
inline skating)

Clothing/Footwear and
Environmental Protection
(e.g., rain jacket, hiking boots,
sunscreen)

Continued
 RM 4–PA: Risk-Management Plan (Continued)

Additional Student Comments

Student Signature Date

Teacher Comments

Teacher Signature Date

 RM 5–PA: Personal Physical Activity Plan

Name Class Date

Physical Activity Frequency of Estimated Risk Safety

Activity Time Factor Checklists
(Hours and Rating Included
Minutes) (RFR)
Examples Indoor Soccer 3 practices + 1 game 5 hrs. 30 min. 2 Yes
per week
Inline Skating 5 days—to and from 3 hrs. 20 min. 2 Yes
school

Student Comments

Teacher Comments

___________________________________ ________________________________
Teacher Signature Date

The teacher’s signature is an acknowledgement of the following:

 The student has met the criteria for formulating his or her personal physical activity plan.
 The student has demonstrated an understanding of how to manage risk and take appropriate steps to
participate safely in physical activity.
 The student is aware of the safety guidelines information and associated responsibilities for discussion
with and approval by his or her parent/guardian.
 RM 6–PA: Sample Cover Letter for Physical Activity Practicum

Date

Dear Parent/Guardian:

The health of our students is a responsibility that our school and Physical Education/Health
Education Department take very seriously. Taking part in physical education/health education
and being physically active can have a positive impact on students’ health and well-being. To this
end, our department’s goal is to empower your son/daughter to adopt an active healthy lifestyle
by providing the tools he/she needs to succeed.

Grade 12 Active Healthy Lifestyles Course

The goal of this physical education/health education course is to have parents, students, and
schools work together to help youth
 take greater ownership for their physical fitness
 promote the discovery of activities suited to their own individual interests
 encourage active healthy lifestyles that persist into their futures
As part of this course, your son/daughter will be involved in learning activities in the following
core areas:
 fitness management
 nutrition
 personal and social development
 healthy relationships
Your son/daughter will also be required to plan, implement, and record his/her participation in
the OUT-of-class physical activity practicum for a minimum of 55 hours. The details are
contained within the attached physical activity plan.

Based on the physical activities your son/daughter has chosen for the OUT-of-class component of
this course, safety guidelines have been provided, as part of the attached plan, to inform you and
your son/daughter of the safety concerns and/or standards to consider when selecting and
participating in the physical activities. The intent is not to restrict your son’s/daughter’s physical
activity participation, but rather to assist in the process of identifying inherent or potential risks
and recommending strategies/safest practices to manage these risks and to minimize the
possibility of injury during participation.

Continued
 RM 6–PA: Sample Cover Letter for Physical Activity Practicum
(Continued)

The suggested risk-management strategies are considered minimum standards for physical
activity in an organized or formal setting. However, some of these strategies may not apply
to all situations (e.g., home-based, recreational, or modified physical activities). Many
variables will need to be taken into consideration when determining what level of
instruction or supervision is appropriate for your son’s/daughter’s participation in selected
physical activities, as well as determining appropriate safety practices related to the
facilities/environment, the equipment, and the clothing/footwear used for the activities.
Examples of personal and other variables include level of risk, medical/physical condition,
skill level, experience, accessibility, intensity, and type of pursuit (e.g., competitive/
recreational, individual/group).

Your involvement is important!

Your son’s/daughter’s success in the Grade 12 Active Healthy Lifestyles course will require
coordinated and supportive communication between you and your son/daughter, as well
as with me, as the teacher of this course. The first step is to review the attached physical
activity plan with your son/daughter. Then, once you approve of the specified intentions,
please sign the attached Parent Declaration and Consent Form. Your son/daughter also
needs to sign the Student Declaration Form. Once these forms have been signed, the plan
and forms are to be returned to me promptly.

Throughout the duration of the course I will be meeting at predetermined times with your
son/daughter. The nature of these individual meetings will be to check on the progress of
your son’s/daughter’s OUT-of-class physical activity practicum, as well as review his/her
understanding of related topics discussed in class.

I encourage you to engage your son/daughter in conversation about his/her progress and
to encourage him/her in pursuing personal physical activity goals and interests. If at any
time you have questions/concerns, please feel free to contact me by telephone (___- _____)
or by email at _________________________.

Actively yours,

_________________________________________
Teacher Signature
 RM 7–PA: Physical Activity Log*

Name Class
Month Week of

Activity Description Duration Intensity Personal Reflection

(Light, Moderate,
Vigorous)
Example Felt great today. Had a good
 Walked to school  20 min.  Light
sleep. Ate too much at dinner.
 Mowed the lawn  15 min.  Moderate
Feel a bit stressed about math
 Jogged after school  30 min.  Vigorous
test tomorrow.
Day 1   
  
  
Day 2   
  
  
Day 3   
  
  
Day 4   
  
  
Day 5   
  
  
Day 6   
  
  
Day 7   
  
  
Totals  Light
 Moderate
 Vigorous

Consider ways to increase your physical activity:

 Add activity. Find a new activity that you enjoy. Walk for 15 to 30 minutes before you sit
down for your favourite TV show or as a break during your work day.
 Trade active time for inactive time. Take a walk after dinner, ride an exercise bike or do
curl-ups while watching TV, walk to return video rentals or to pick up small grocery items.
 Do more of what you are already doing. Walk at a faster pace, walk for 30 minutes
instead of 20, or walk five times a week instead of three times.
 Work a little harder. Turn your walks into power walks or jogs.
__________
* Source: Dairy Council of California. “Physical Activity Journal.” Meals Matter: Eating for Health—Health Topics. 2005.
<www.mealsmatter.org>. Adapted with permission of Dairy Council of California.
 RM 8–PA: Sample Sign-off Form for Completion of
OUT-of-Class Physical Activity Practicum
(Form for Parent/Guardian)

Dear Parent/Guardian:

Please review this form and, upon agreement, provide your signature.

I _______________________________ parent/guardian of __________________________

Name of Parent/Guardian Name of Son/Daughter

do hereby certify and acknowledge the following:

 My son/daughter has participated in the physical activities as selected for his/her
OUT-of-class physical activity practicum.
 My son/daughter has accurately recorded his/her participation in the selected physical
activities for the OUT-of-class physical activity practicum.

_________________________________ _____________________________
Parent/Guardian Signature Date

Student Sign-off

I _________________________________
Name of Student

certify that this record is an accurate account of my physical activity participation in the
OUT-of-class physical activity practicum.

___________________________________ _____________________________
Student Signature Date

Date Received _____________________________________________________________________

 RM 9–PA: Sample Sign-off Form for Completion of
OUT-of-Class Physical Activity Practicum
(Form for Authorized Adult)

Dear Authorized Adult:

Please review this form and, upon agreement, provide your signature.

I _______________________________ the authorized adult for __________________________

Name of Authorized Adult Name of Student

do hereby certify and acknowledge the following:

 The above-named student has participated in the physical activities as selected for his/her
OUT-of-class physical activity practicum.
 The above-named student has accurately recorded his/her participation in the selected
physical activities for the OUT-of-class physical activity practicum.

_________________________________ _____________________________
Authorized Adult Signature Date

Please indicate your relationship with this student (e.g., parent, aunt, uncle, coach, instructor):

_________________________________________________________________________________

Student Sign-off

I _________________________________
Name of Student

certify that this record is an accurate account of my physical activity participation in the
OUT-of-class physical activity practicum.

___________________________________ _____________________________
Student Signature Date

Date Received ____________________________________________________________________

MODULE B

Lesson 1
RM 1–FM: Physical Activity Experiences: Review and Reflect Questionnaire
RM 2–FM: Strategies for Change
RM 3–FM: Steps to Goal Setting
RM 4–FM: Goal Manager (Excel)

Lesson 3
RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
 RM 1–FM: Physical Activity Experiences:
Review and Reflect Questionnaire

Name ______________________________________ Class _______________ Date _______________

Directions/Description

Reflect on and complete the physical activity review below. Each row in the Reflective Questions
column has two questions. The first question relates to your Grade 11 physical activity experiences.
The second question asks you to think about how you will manage your Grade 12 physical activity
experiences.

Reflective Questions Grade 11 Grade 12

 What physical activities did you
enjoy in Grade 11?
 What physical activities will you
do or would you like to try in
Grade 12?

 Where on the Stages of Change

continuum were you at the
beginning of Grade 11 with
respect to physical activity
behaviour?
 Is your starting point different
in Grade 12? Why or why not?
 What were your most
significant barriers to change in
Grade 11?
 What barriers do you predict
you will encounter in Grade 12?

 What were your primary

physical activity goals in
Grade 11?
 What are your main physical
activity goals in Grade 12?

 What made your last year’s

physical activity plan successful
or not successful?
 What could make your physical
activity plan this year more
successful?

Continued
 RM 1–FM: Physical Activity Experiences:
Review and Reflect Questionnaire (Continued)

Reflective Questions Grade 11 Grade 12

 How do you feel your fitness
changed through your
fitness/activity involvement last
year?
 What aspects of fitness do you
want to focus on this year?

 What did you do to stay

motivated to be physically
active in Grade 11?
 What motivation strategies will
you try in Grade 12?

 How did your values regarding

an active lifestyle change in
Grade 11?
 How important will an active
lifestyle be for you after
graduation?


 RM 2–FM: Strategies for Change

Name ____________________________________ Class _______________ Date _______________

Directions/Description

This assignment will help you to achieve a deeper understanding of the Stages of Change
continuum and the strategies for advancing from one stage to the next in your physical activity
behaviour. By completing the questions in the section that corresponds to the stage of change that
you are currently in, as well as the section(s) preceding your stage, and by trying the identified
strategies for moving to the next stage, you will set a course for achieving an active healthy
lifestyle.

This assignment is ongoing and should be completed as you progress through the course.

Stage 1: Pre-contemplation

Review of Stage 1

In this stage the individual is not considering a change in physical activity behaviour, largely
because the behaviour (physical inactivity) is not thought of as a problem. Understanding the
consequences of the continued behaviour and realizing that making a change is within your
personal control empowers you to move from the pre-contemplation stage to the contemplation
stage.

Strategies for Moving to Stage 2

a. Have you made previous attempts to change the physical activity behaviour? What did you
try?

b. Can you recognize that the behaviour has led to problems or will lead to problems in the
future? What might those problems be?

c. If you do not recognize or consider your behaviour to be a problem, what would have to
happen to change your point of view?

Continued
 RM 2–FM: Strategies for Change (Continued)

Stage 2: Contemplation

Review of Stage 2

In this stage the individual is becoming more aware of the benefits of making a change in
physical activity behaviour. Internal conflict may arise from the viewpoint that something must
be given up to achieve the change. Realizing that positive health gains will be attained from a
change in behaviour is key to moving forward to the preparation/decision stage.

Strategies for Moving to Stage 3

a. State clearly why you want to change your physical activity behaviour.

b. What are the benefits and consequences of your change in physical activity behaviour?

Benefits of Physical Inactivity Consequences of Physical Inactivity

Benefits of Physical Activity Consequences of Physical Activity

Continued
 RM 2–FM: Strategies for Change (Continued)

c. Do the benefits of the physical activity outweigh the consequences? What impact does physical
activity have on all aspects of health and fitness?

d. What barriers/obstacles kept (keep) you from making the change in physical activity
behaviour? Are the barriers physical/material or mental/attitudinal (emotional)?

e. Now that you have identified the barriers/obstacles that are (were) keeping you from making
the change you want to make, it is time to minimize their impact. For each barrier/obstacle you
identified, decide how you will reduce or eliminate (or have reduced or eliminated) the effect.

Physical/Material
I will reduce or eliminate this barrier/obstacle by . . .
Barriers/Obstacles

Mental/Attitudinal
I will reduce or eliminate this barrier/obstacle by . . .
Barriers/Obstacles

Continued
 RM 2–FM: Strategies for Change (Continued)

Stage 3: Preparation/Decision

Review of Stage 3

In this stage the individual is taking preliminary steps to address the physical inactivity
behaviour. These steps may include, for example, establishing some exercise or fitness goals,
gathering information about how to get started, purchasing activity wear, finding an exercise
friend, joining an exercise facility, and so on.

Strategies for Moving to Stage 4

a. Create your action plan for change in physical activity behaviour. The written action plan
should include target dates, realistic small and final goals, and the steps you will take to
reach each goal. To assist you in creating your action plan for change, refer to RM 3–FM:
Steps to Goal Setting.
b. Post your written action plan as an indication of your commitment to change and as a visual
reminder of your goals.

Stage 4: Action

Review of Stage 4

In this stage the individual is making the effort to put the action plan into practice. Individuals
who have not put careful thought into their action plan, as outlined in the previous steps, may
find it difficult to sustain their focus on making the changes they want to make.

Strategies for Moving to Stage 5

a. Use your physical activity log to manage and monitor your physical activity and to reflect
on how you feel, what you think about, and what challenges affect your decisions and
subsequent actions. Include some statements that you find motivating.
b. Reward and record your successes in achieving the goals of your physical activity plan.
Goal Achieved My reward is . . .

Continued
 RM 2–FM: Strategies for Change (Continued)

c. Identify the people who will support your efforts in achieving the goals of your physical
activity plan. How do/will they support you?

Name of Supporter He/she supports me by . . .

Stage 5: Maintenance

Review of Stage 5

In this stage the individual is consciously avoiding the behaviour that was previously a problem by
focusing on the new health-enhancing behaviour. Individuals in this stage are becoming
increasingly confident that they can sustain the change they wanted to achieve. Relapses may occur
during this stage, but they should be viewed as minor setbacks common to the process of making
lasting changes.

a. Prepare yourself for difficulties, conflicts, and temptations you may face in the maintenance
stage. Try to anticipate some situations that may cause a relapse and the positive actions you
can take to deal with them (e.g., maintaining your exercise program while on a family vacation
may require a temporary adjustment in the exercises of your program).

Difficult/Conflict My strategies/actions for dealing with this situation

Situation include . . .

Continued
 RM 2–FM: Strategies for Change (Continued)

b. Review your action plan periodically to revise your goals, target dates, or any aspect of your
plan that will help you succeed. Try to remain self-confident, keeping in mind that you
know how to make a behaviour change.
 RM 3–FM: Steps to Goal Setting

Aim at nothing and you will hit it every time.

—Author Unknown

Name ____________________________________ Class _______________ Date _______________

Directions/Description

Writing down your goals and devising a plan to achieve them are significant steps toward taking
charge of the lifestyle that you want to have. Take time to reflect on each goal-setting step
outlined below, and then proceed to write down the actions you will take. You can always return
to this action plan and change what you have written. If you believe strongly enough in what you
want to achieve and take action, you will have no option but to be successful.

Vision without action is a daydream. Action without vision is a nightmare.

—Japanese Proverb

Step 1A

Decide on and identify your goals. (Remember to state specific goals that are measurable.)

Step 1B

Why are these goals important to you?

Step 2

What steps will you need to take in order to reach your goals and to identify the indicators of
success? How will you know that you reached your goals?

Continued
 RM 3–FM: Steps to Goal Setting (Continued)

Step 3

Whom could you enlist for support, and how do you think the person(s) could assist you?

Step 4A

Set the target dates for the completion of your goals. (If you have broken down your long-term
goal into smaller goals, then establish the target dates for them as well.)

Step 4B

What reminders or motivators will you create for yourself to help you stick to your timelines?

Step 5

What are some obstacles that could impede your progress toward reaching your goals, and what
plan could you devise for overcoming them? What will you do if you are not reaching the desired
level of success in realizing your plan?

Step 6

How will you reward yourself for achieving each goal?

Continued
 RM 3–FM: Steps to Goal Setting (Continued)

REFERENCE
For more information on goal setting, refer to the following website:
Manitoba Physical Education Teachers Association (MPETA). “Goal Setting: Personal Plan.”
MPETA Resources to Support the Grades 11 and 12 Curriculum.
<www.mpeta.ca/resources.html>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?

NOTE TO TEACHER
Reword some of the Myth statements into Fact statements and remove the word Myth from each card, as students
have to determine whether each statement is a myth or a fact.

Myth: Fact: Exercise should never hurt, and it does not

have to hurt to be effective. When we
begin an exercise program we may
experience some muscle soreness, but that
is quite different from pain. Pain is an
indicator that something is wrong and
requires attention. Muscle soreness after
“No pain, no gain.” exercise even has a name: DOMS (delayed
onset muscle soreness). This soreness
comes from using improper exercise
techniques and improperly applying the
principles of training. It will go away after
a few days. In fact, as their bodies become
fitter and adapt to increasing intensity
levels, many people feel only minor
muscle soreness, or none at all.

Myth: Fact: Many people think that if they concentrate

exercise on a specific muscle group, the
layers of fat over that particular area will
gradually disappear, but this perception is
false. The body does not use the body fat
covering the muscles being used. The
body uses fat in a pattern that is
“Spot” reducing is possible. determined by our genes, age, and
hormones. Overall body fat must be
reduced to lose fat in any particular area.

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: Weight lifting or any form of resistance

training is essential for both men and women
to maintain their muscle tissue. Strong muscles
and bones help minimize the risk of
disabilities and diseases such as osteoporosis.
Increasing muscle size for both men and
women takes years of highly specialized and
intense training. It is extremely difficult for
Females will develop large muscle women to increase muscle size because they
with resistance training. lack the hormone testosterone (approximately
one-third that of men), which makes it easier
for men to accomplish this adaptation to
exercise. Many of the muscular women seen in
magazines acquire their muscle through a
program of steroid use and hormone
manipulation. Females can achieve significant
increases in strength without the concern of
increased muscle size.

Myth: Fact: This myth resurfaces repeatedly. In reality,

muscle cells and fat cells are completely
different in structure and function. A
muscle cell cannot become a fat cell, and
vice versa. If muscle did convert to fat
through disuse, everyone who has ever
had a cast due to a broken bone would
Muscle will turn to fat when find a fat mass once the cast was removed.
exercising stops. On the contrary, the limb is actually
smaller due to atrophy of the muscle
tissue through disuse.

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: Use of steroids is a dangerous way to

increase muscle mass, as it has been linked
to numerous health issues, such as acne,
alteration of sex organs, and some forms
of cancer, to name a few. While it may
take a little longer to increase muscle mass
with a balanced eating plan, proper rest,
Steroid use is the best way to and a well-designed resistance-training
develop massive muscles. program, this approach is much safer than
developing muscle mass with steroid use.

Myth: Fact: The abdominal muscle group responds to

exercise the same way that all other
muscles in the body respond. Every
exercised muscle needs time to rebuild
and recover from exercise, and the
abdominal group is no different. The
muscles of the core (abdominals and back)
Train abdominals every day. are activated during most activities as
stabilizers for a desired action. Therefore,
the abdominal muscles need only be
exercised two to three times per week.

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: Stretching helps maintain or increase flexibility

of the joints so that skills performed at a fast
pace can easily move through a greater range
of motion. Studies indicate, however, that most
injuries occur within the normal range of
motion. Calzadilla reports that, after
evaluating the results from six studies,
“researchers at the U.S. Centers for Disease
Stretching prevents injuries. Control and Prevention could not find any
correlation between stretching and injury
prevention . . . . Warming up prior to exercise
and increasing blood flow to the muscles is
actually more conducive to injury prevention
[than stretching].”
Reference
Calzadilla, Raphael. “10 Fitness Myths Exposed!” Diet and
Fitness Blog. 20 Feb. 2008. eDiets.com.
<http://blog.ediets.com/2008/02/10-fitness-myths-
exposed.html> (14 July 2008).

Myth: Fact: The only way to have an active and

healthy lifestyle is to follow a healthy
physical activity program and eat a
healthy diet. When following an exercise
or activity plan, it is important to eat in a
way that supports the activity. The type
and intensity of activity may necessitate
During training, we can eat an increase or a decrease in certain
anything. nutrients. By exercising, we increase our
caloric expenditure slightly, but not
enough to forgo the principles of healthy
eating. Rewarding ourselves for reaching a
goal is certainly a reasonable action, but
taking anything to excess is a recipe for
disaster.

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: Low-intensity aerobic exercise is often valued

for its fat-burning characteristic and, therefore,
its importance for weight management.
Although low-intensity aerobic exercise
favours fat as an energy source, increasing the
intensity of exercise makes the greatest
difference when it comes to fat loss. To lose
body fat, we need to expend more calories per
Low-intensity aerobic exercise is the day than we consume. Higher intensity
best way to lose fat. exercises expend more calories per unit of
time. The secret to fat loss is to create a slight
imbalance in favour of expenditure over
consumption on a daily basis, and fat loss will
gradually take place. A reasonable rate of fat
loss that does not drastically compromise a
person’s lifestyle is about half a kilogram to
one kilogram per week. A difference of 500
calories per day represents a loss of half a
kilogram per week.

Myth: Fact: Based on the findings of a group of Syracuse

University researchers, “we now know the
relative NCB [net calorie burn] of running a
mile in 9:30 versus walking the same mile in
19:00. [The] male subjects [in the research
study] burned 105 calories running, 52
walking; the women, 91 and 43. That is,
running burns twice as many net calories per
Running a certain distance burns the mile as walking. And since you can run two
same number of calories as walking miles in the time it takes to walk one mile,
running burns four times as many net calories
the same distance. per hour as walking” (Burfoot).
Reference
Burfoot, Amby. “How Many Calories Are You Really Burning?”
Nutrition and Weight Loss. 18 July 2005. Runner's World.
<www.runnersworld.com/article/0,7120,s6-242-304-311-8402-
0,00.html?cm mmc=nutrition- -2007 11 22- -nutrition- -
Post-Feast%20Run%20vs%20Post-Feast%20Stroll>
(28 May 2008).

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: Some people carry light, hand-held

weights when they walk or run. Others
strap weights around their ankles. This
practice slows people down, thus reducing
the benefits gained from the aerobic
exercise. Also, the weight added is so
small that it has little strength-building
Holding weights during a walk or a benefits.
run increases the exercise benefits.

Myth: Fact: Exercise actually burns few calories relative to

the calories consumed in some food portions
(e.g., one milk chocolate bar = 250 calories = 30
minutes of singles tennis). A basic calorie-
burning guideline is that heavier people burn
more calories than lighter individuals for the
same amount of work. According to William
Evans of the University of Arkansas for Medical
Exercise burns lots of calories and Sciences, “studies show that after people lose
weight, the best predictor of maintaining the
offsets a high-calorie treat. weight loss is whether they exercise regularly”
(Liebman).
References
Liebman, Bonnie. “Exploding Ten Exercise Myths.” Nutrition Action
Healthletter (Jan./Feb. 2000): n.p. Available on the Center for
Science in the Public Interest website at
<www.cspinet.org/nah/2_00/ten_myths04.html>.
Nutribase. Exercise Calorie Expenditures.
<http://nutribase.com/exercala.htm> (14 July 2008). This
website provides charts indicating how many calories may be
expended while performing a range of activities (sorted by
activities and intensity levels).

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: Individuals who are overweight or obese

can have good cardiovascular health as
long as they remain active and possess a
reasonable level of fitness. Being over-fat
does not prevent the fitness development
response to exercise training.

A person cannot be fit and fat.

Myth: Fact: According to the Public Health Agency of

Canada, adolescents should try to get at least
90 minutes of physical activity each day, of
which 30 minutes should be at a vigorous
intensity level and 60 minutes should be of
moderate intensity, to stay healthy or to
improve health (Canada’s Physical Activity
Guide for Youth 2). Exercising or training too
Exercise is a waste of time unless it much is very time consuming and may cause a
is intense and done for a long time. state of overtraining, which is counter to a
healthy lifestyle. Every activity done at a
moderate to vigorous intensity level will
contribute to overall health and can be
accumulated in as little as 10-minute bouts.
Reference
Public Health Agency of Canada. Canada’s Physical Activity
Guide for Youth Ottawa, ON: Public Health Agency of
Canada, 2002. Available online at <www.phac-
aspc.gc.ca/pau-uap/fitness/downloads.html>.

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: There is no one best time to exercise. It

comes down to a matter of preference.
Some people are at their best in the
morning, while others fit in exercise at
lunchtime or after school or work. Fitting
exercise into a busy day is the main issue.
The only caution may be not to exercise
Morning is the best time to exercise. too close to bedtime. The body requires
some time to return to a resting state.

Myth: Fact: This myth suggests the possibility of

suffering severe muscle cramping and
drowning from swimming on a full
stomach. While it is true that the digestive
process diverts the circulation of the blood
toward the stomach and, to a certain
extent, away from the muscles, the fact is
Never swim after you eat. that drowning caused by swimming on a
full stomach has not been substantiated.
As with any exercise after eating,
swimming right after a big meal might be
uncomfortable, but it won’t cause
drowning.

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: More and more people are deciding to

begin an exercise or activity program.
Athletes exercise specifically to improve
their ability to succeed in their chosen
sport. Non-athletes most often exercise to
improve or maintain general health and
fitness and to experience the many
Only athletes exercise. positive feelings associated with physical
activity.

Myth: Fact: While no activity is without its dangers,

the benefits of exercise far outweigh the
risks. Weight lifting, for example, can lead
to injuries, usually resulting from
inexperience, improper form, or doing too
much too soon. Such injuries are usually
avoidable. Anyone beginning an exercise
Exercise is dangerous. program after being sedentary should do
so slowly, beginning with low intensity
and frequency and gradually increasing it.
The body will adapt to the new stresses
over time, making it possible to exercise
harder more frequently.

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: One of the points of exercise is to enjoy the

act of moving our arms, legs, and whole
body—muscles, bones, joints, lungs, and
heart. You may remember that feeling of
enjoyment from childhood, when active
play and running were part of every day.
As we age, we continue to be physical
Exercise is not enjoyable. persons who can find expression in
physical action. Movement lets us enjoy
life in a physical way.

Myth: Fact: Having equipment to exercise is definitely

not a requirement. Calisthenics exercises,
such as curl-ups or push-ups using body
weight, provide opportunities for great
workouts, with the freedom to exercise
anywhere and at any time, while costing
nothing. Although exercise clothing is
Having the right equipment and comfortable and fashionable, it is not
clothing is necessary to become fit. needed for activity participation. The most
important thing about exercise is doing it.
Find a way to be active and healthy, and
fitness benefits will follow.

Continued
 RM 5–FM: Exercise and Fitness Development Investigation: Myth or Fact?
(Continued)

Myth: Fact: Many people mistakenly believe that weight

loss equals fat loss. People continue to use
sweatsuits or garbage bags during exercise or
in saunas in order to lose weight quickly. In
this case, weight loss is water loss that will be
gained back as soon as the individuals eat or
drink again. This myth comes mainly from
wrestling and boxing where there may be a
Using a sweatsuit in the sauna helps need to shed a few pounds to make a weight
burn more fat. class. Sweating through methods other than
exercise for the purpose of weight loss is
unhealthy. Sweating to lose weight poses
many dangers, such as overheating
(heatstroke), extreme loss of electrolytes
(kidney damage/death), and cardiovascular-
related emergencies.

Myth: Fact: This myth confuses fat with weight. For every gram of
carbohydrates stored in the body, the body also stores two to three
grams of water. If a person depletes the stored carbohydrates by
100 grams, the body will also rid itself of approximately 200 to 300
grams of water. This is the basis for low-carbohydrate diets and
why dieters are urged to drink more water than usual to avoid
dehydration. Dieters falsely believe that they are losing fat on their
diet as their weight is decreasing, when they are actually losing
water weight. Once these dieters go off their diet, the body will
quickly store the lost carbohydrates along with the required water,
making it appear as though the weight (fat) has all returned. Hence
Eating carbohydrates will make me the belief that carbohydrates make a person fat.

fat. All food contains at least one of the three energy nutrients:
carbohydrates, fats, or proteins. Carbohydrates and proteins supply
four calories per gram, while fat supplies nine calories per gram.
Health Canada recommends six or seven servings of grain products
per day for teens (Eating Well with Canada’s Food Guide 2).
References
Health Canada. Eating Well with Canada’s Food Guide. Ottawa, ON:
Health Canada, 2007.
---. Eating Well with Canada’s Food Guide: First Nations, Inuit and Métis.
Ottawa, ON: Health Canada, 2007.

These guides are available online at <www.hc-sc.gc.ca/fn-an/food-

guide-aliment/index_e.html>.
MODULE C

Lesson 1
RM 1–NU: Food Guide Servings Analyzer (and Answer Key)
RM 2–NU: A Guide to Food Guide Serving Sizes
RM 3–NU: How Do I Measure Up?

Lesson 2
RM 4–NU: Resting Metabolic Rate (RMR) Calculator (Excel)
RM 5–NU: Energy Expenditure of Physical Activities (Excel)
RM 6–NU: Determining Daily Physical Activity Intensities

Lesson 3
RM 7–NU: Find the Fat
RM 8–NU: Some Lifestyle Choices Lead to Energy Imbalance—How Does It Happen?
RM 9–NU: My Lifestyle Choices and Energy Balance

Lesson 4
RM 10–NU: Safe Food Guidelines
RM 11–NU: Food Safety Errors: Case Studies (and Answer Key)

Lesson 5
RM 12–NU: Food Label Dictionary

Lesson 6
RM 13–NU: Sport Nutrition Investigation: Myth or Fact?
 RM 1–NU: Food Guide Servings Analyzer

Name ____________________________________ Class ________________ Date ______________

Directions/Description

Assume the menu items listed on the following page represent a day’s food intake for someone
your age. Using Eating Well with Canada’s Food Guide (Health Canada) as your guide, complete the
following steps:
 Indicate the number of Food Guide Servings and the food group(s) each menu item represents.
Some menu items have partial servings (e.g., 1.5). To indicate what the size of a serving looks
like, some items are compared to common objects (e.g., tennis ball).
 Place an asterisk (*) in the Foods to Limit column when a food contains added high fat or high
sugar components (e.g., salad dressing).
 Calculate the total number of Food Guide Servings consumed from each food group.
 Enter the number of Food Guide Servings that males and females between the ages of 14 and 18
require from each of the four food groups.
 Answer the questions at the bottom of the page.
Continued
 RM 1–NU: Food Guide Servings Analyzer (Continued)

Name ____________________________________ Class ________________ Date ________________

Food Groups Foods

Menu Vegetables Grain Milk and Meat and to
and Fruit Products Alternatives Alternatives Limit
Breakfast
2 cups/500 mL bran flakes
(approx. 60 g, as per package)
with 1 small banana
1 cup/250 mL 2% milk
Coffee and 1 tsp./5 mL sugar
Morning Snack
Bag of chips
Lunch
Whole-wheat bagel (2 hockey
pucks)
2 tbsp./30 mL hummus (1 Ping
Pong ball)
Veggies (baby carrots and bell
pepper strips) (2 light bulbs)
¾ cup/175 g yogurt
Afternoon Snack
Pear (1 tennis ball)
Chocolate bar
Dinner/Supper
2 cups/500 mL beef stew (beef,
potatoes, carrots)
Spinach salad (fist), salad dressing
(1 tbsp./15 mL), and whole-wheat
dinner roll
1 tsp./5 mL margarine (thumb-tip)
Cake
Café au lait (½ cup/125 mL 2%
milk)
Total
What foods could this individual add to meet the recommended Food Guide Servings in the food group(s)?
Choose one food group to improve:

Suggest foods that could be added, and when:

Continued
 RM 1–NU: Food Guide Servings Analyzer
(Answer Key)

Food Groups Foods

Menu Vegetables Grain Milk and Meat and to
and Fruit Products Alternatives Alternatives Limit
Breakfast
2 cups/500 mL bran flakes
(approx. 60 g, as per package) 1 2
with 1 small banana
1 cup/250 mL 2% milk 1
Coffee and 1 tsp./5 mL sugar *
Morning Snack
Bag of chips *
Lunch
Whole-wheat bagel (2 hockey
2
pucks)
2 tbsp/30 mL hummus (1 Ping
1
Pong ball)
Veggies (baby carrots and bell
2
pepper strips) (2 light bulbs)
¾ cup/175 g yogurt 1
Afternoon Snack
Pear (1 tennis ball) 1
Chocolate bar *
Dinner/Supper
2 cups/500 mL beef stew (beef,
1 1
potatoes, carrots)
Spinach salad (fist), salad dressing
(1 tbsp./15 mL), and whole-wheat 1 2 *
dinner roll
1 tsp./5 mL margarine (thumb-tip) *
Cake *
Café au lait (½ cup/125 mL 2%
0.5 *
milk)
Total 6.0 6 2.5 2 7*
Recommended number of
Food Guide Servings per day M: 8 M: 7 M: 3 – 4 M: 3
for males and females (14 to F: 7 F: 6 F: 3 – 4 F: 2
18 years of age)
 RM 2–NU: A Guide to Food Guide Serving Sizes

Use this guide to help visualize the number and size of servings of your food choices.

Food What One Serving Looks Like

Vegetables and Fruit
250 mL (1 cup) salad greens A baseball
1 medium fruit A tennis ball
125 mL (½ cup) diced fresh, frozen, or canned fruit A small computer mouse
Grain Products
250 mL (1 cup) cold flaked cereal A baseball
1 pancake A compact disc (CD)
125 mL (½ cup) cooked rice or pasta A small computer mouse
½ bagel (45 g) A hockey puck
1 slice of bread A cassette tape
Milk and Alternatives
50 g (1½ oz.) cheese Four AA batteries
125 mL (½ cup) ice cream Half a baseball
175 g (¾ cup) milk or yogurt A tennis ball
Meats and Alternatives
75 g (2½ oz.) meat, fish, or poultry A hockey puck
175 mL (¾ cup) cooked legumes (e.g., lentils, beans) A tennis ball
175 mL (¾ cup) tofu A deck of cards
30 mL (2 tbsp.) peanut butter A Ping Pong ball
Fats
15 mL (1 tsp.) oil A quarter
25 mL (1½ tbsp.) salad dressing Two AA batteries

REFERENCES
For additional information, visit the following websites:
AARP. “Size Does Matter—Master Portion Control.” Staying Healthy: Eating Well.
<www.aarp.org/health/staying_healthy/eating/size_does_matter.html>.
Alberta Health and Wellness. Food Guide Serving Sizes for 13 to 18 Years. Edmonton, AB: Alberta Health and
Wellness, July 2007. Available online at <www.health.alberta.ca/documents/HEAL-Food-Serving-13-18.pdf>.
Dietitians of Canada. Keep an Eye on Your Portion Size . . . Go the Healthy Way. Fact Sheet. Toronto, ON:
Dietitians of Canada, 2005. Available online at
<www.dietitians.ca/english/pdf/fact%20sheet_2_colour_english.pdf>.
Eat Smart, Move More North Carolina. What Counts as a Serving? Eat Smart Poster.
<www.EatSmartMoveMoreNC.com>.
To access an online converter for weight or volume, visit the following website:
OnlineConversion.com. Common Weight and Mass Conversions.
<www.onlineconversion.com/weight_common.htm>.
---. Volume Conversion. <www.onlineconversion.com/volume.htm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.
 RM 3–NU: How Do I Measure Up?
Name ____________________________________ Class ________________ Date ______________

Directions/Description
Reflect on your personal food intake and analyze your intake relative to recommendations in Eating
Well with Canada’s Food Guide (Health Canada).
 Record the foods that you ate for one day on the chart below.
 Use Canada’s Food Guide and RM 2–NU: A Guide to Food Guide Serving Sizes to determine the
number of Food Guide Servings for each food you ate.
 Total the number of Food Guide Servings for each food group and compare your findings to the
recommended number at the bottom of each column.
 Answer the questions on the next page.

Foods I Ate Vegetables Grain Milk and Meat and Foods to

(For One Day) and Fruit Products Alternatives Alternatives Limit
Morning

Snack?

Midday

Snack?

Evening

Total
Recommended number of
Food Guide Servings per M: 8 M: 7 M: 3–4 M: 3
day for males and females F: 7 F: 6 F: 3–4 F: 2
(14 to 18 years of age)
Continued
 RM 3–NU: How Do I Measure Up? (Continued)

How Do You Measure Up?

1. In what food group(s) have you eaten the recommended number of Food Guide Servings?

2. In what food group(s) do you need to consume more food choices to meet recommended eating
patterns?

3. Choose one food group in which to improve your food choices:

a. How many more Food Guide Servings do you need to eat to meet your recommended
number?
b. Review the list of foods you ate. Are there substitutions you can make? Explain.

4. Make a very specific healthy eating goal.

Consider the following:
 What foods will you really eat?
 Where will you be?
 What foods are available?
 What time of day is the plan for?
My healthy eating goal for (food group):
Servings still needed:
Goal:

EXAMPLE
My healthy eating goal for (food group) grain products Servings still needed: 1
Goal: I will substitute a small bagel and peanut butter for a bag of chips in the morning.

5. What might prevent you from acting on your goal?

Think about the following:
 When will you start on your healthy eating goal?
 Where will you be or what will you be doing at this time (e.g., at school, doing homework)?
 What might interfere with this goal? How will you overcome it?
 Should you plan for a snack or a meal?
 Will you really do this? If not, go back to Question 4 and write another goal.

6. Transfer your healthy eating goal to RM 4–FM: Goal Manager.

 RM 6–NU: Determining Daily Physical Activity Intensities

Name ____________________________________ Class ________________ Date ______________

Directions/Description
You will gain a greater understanding of your personal daily energy expenditure by examining
your daily physical activities and categorizing them by intensity level.
1. List all your physical activities for three days of a week that best represent what you would
normally do, and indicate how long (in hours) you did each activity (i.e., 40 minutes = .67 of an
hour). Each daily total must equal 24 hours.
2. Classify each of your physical activities according to the intensity category scale provided
below. First identify the number of hours you spent sleeping (resting), then the time you spent
in vigorous or moderate activity, and finally, the time you spent in very light or light activity.
Each daily total must equal 24 hours.
Physical Activity
Physical Activity Intensity Description
Intensity Category
Resting Sleeping, reclining while watching TV
Seated and standing activities, driving, laboratory work, typing, sewing,
Very Light Activity ironing, cooking, playing cards, playing a musical instrument, painting
trades
Walking on a level surface (at 3 to 5 km/hour), garage work, carpentry,
Light Activity electrical trades, restaurant trades, house cleaning, child care, horseback
riding, sailing, bowling, golfing, playing baseball, table tennis
Walking (7 to 8 km/hour), weeding and hoeing, carrying a load, cycling,
Moderate Activity skiing, dancing, jogging, playing tennis, basketball, badminton, soccer,
volleyball
Walking with a load uphill, tree felling, heavy manual digging, climbing,
Vigorous Activity running (10 to 13 km/hour), cross-country skiing (8 to 10 km/hour),
playing basketball, football, soccer

3. Total your activity time in each intensity category and write the total into the corresponding
category in the Duration Totals column of the Daily Physical Activity Intensities chart provided
(see following page). An example is provided below.
Example
Day 1
Duration Intensity Duration
Activity Category
(Hours) Category Totals
Sleeping 9 Resting Resting 9
Eating 1 Very Light Very Light 9.25
Cycling to / from school, etc. 1.25 Moderate Light 2
Classes 5 Very Light Moderate 1.75
Intramural volleyball .5 Moderate Vigorous 2
Basketball Practice 2 Vigorous Total 24 Hours
Studying 2 Very Light
Walking to and from arena 1 Light
Playing air hockey 1 Light
Sitting or lying 1.25 Very Light
Continued
 RM 6–NU: Determining Daily Physical Activity Intensities (Continued)

Name ____________________________________ Class ________________ Date _______________

Daily Physical Activity Intensities
Day 1
Duration Intensity Duration
Activity Category
(Hours) Category Totals
Resting
Very Light
Light
Moderate
Vigorous
Total 24 Hours

Day 2
Duration Intensity Duration
Activity Category
(Hours) Category Totals
Resting
Very Light
Light
Moderate
Vigorous
Total 24 Hours

Day 3
Duration Intensity Duration
Activity Category
(Hours) Category Totals
Resting
Very Light
Light
Moderate
Vigorous
Total 24 Hours

Continued
 RM 6–NU: Determining Daily Physical Activity Intensities (Continued)

4. Calculate the average number of hours per day spent in physical activities of moderate and
vigorous intensity:
a. Moderate Intensity Activities
(hrs. Day 1) + (hrs. Day 2) + (hrs. Day 3) = hrs./3 =
average number of hours per day at Moderate Intensity
b. Vigorous Intensity Activities
(hrs. Day 1) + (hrs. Day 2) + (hrs. Day 3) = hrs./3 =
average number of hours per day at Vigorous Intensity
 RM 7–NU: Find the Fat

Where Is the Fat in Our Food?

To help you identify common sources of high-fat snacks and foods, you will compare different
types of foods and different serving sizes of the same foods. The purpose of this comparison is to
help you make healthy food choices.

Examples of foods to compare:

*
 commercial French fries and oven-baked fries
 varieties of air-popped popcorn
 potato chips and other snack foods (baked and fried)
 battered deep-fried chicken and broiled or baked chicken
 donut and small bagel or English muffin
When determining the amount of fat in two different foods,
note the serving size and ensure you are comparing the same
amount of food (e.g., the same number of grams or mL). Also
note the serving size on the Nutrition Facts label and the size
of the container. Often there are several servings in one
container.
* Source: Health Canada. “Interactive
Nutrition Label and Quiz.” Food and
For this food-comparison task, use the information from Nutrition. <www.hc-sc.gc.ca/fn-
an/label-etiquet/nutrition/cons/quiz2-
 Nutrition Facts labels (see example) eng.php>.

 comprehensive nutrient tables (e.g., see the Health

Canada reference below)
 websites of individual fast food restaurants
Record your findings in the table provided on the following page. Several examples are provided.

REFERENCE
Comprehensive nutrient tables are provided in the following resource:
Health Canada. Nutrient Value of Some Common Foods. Ottawa, ON: Health Canada, 2008. Available
online at <www.hc-sc.gc.ca/fn-an/nutrition/fiche-nutri-data/nutrient_value-valeurs_nutritives-
eng.php>.

Continued
 RM 7–NU: Find the Fat (Continued)

Name ____________________________________ Class ________________ Date ________________

Food Item Serving Calories Fat/Serving Notes

Size (g)
Examples:
Commercial fries 177 g 550 26 g I will try making home fries.
Home/oven fries 173 g 160 trace
Bag of potato per 20 chips (50 g) 270 17 g I will try not to eat the whole
chips per bag (275 g) 1485 93.5 g bag at one sitting.

Note: A healthy fat intake for your age is approximately 60 to 65 g/day for females and 80 to 85 g/day for males.
Be sure to include 2 to 3 tablespoons of unsaturated fat each day (e.g., canola or olive oil in salad dressings, small
amounts of mayonnaise in sandwiches).
 RM 8–NU: Some Lifestyle Choices Lead to Energy Imbalance—
How Does It Happen?*

Energy Energy

Expenditure Expenditure

 activity
 metabolism

Energy Energy
Intake Intake

What factors contribute to an energy What counter measures could help restore
imbalance that could lead to weight gain? energy balance?

__________
* Source: Dairy Farmers of Manitoba, 2008, 2003. Adapted with permission.
 RM 9–NU: My Lifestyle Choices and Energy Balance*

Name Class Date

Energy Energy

Expenditure Expenditure

 activity
 metabolism

Energy Energy
Intake Intake

Factors that contribute to an energy Counter measures that could help me

imbalance that could lead to weight gain: regain energy balance:

Describe what you have learned about yourself related to your food choices and physical activity
habits. Indicate where you can make positive changes and what you plan to do.

________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

__________
* Source: Dairy Farmers of Manitoba, 2008, 2003. Adapted with permission.
 RM 10–NU: Safe Food Guidelines*

Everyone has a responsibility to help keep food fresh and safe by following safety guidelines
related to handling, preparing, cooking, serving, and storing food.

Purchasing Food

 Buy only pasteurized milk and government-inspected meat and poultry.

 Check “expiry” and “best before” dates, and purchase food accordingly.
 Do not buy canned goods in tins that are dented, rusted, bulging, or cracked, as contents may
be contaminated.
 Do not buy food from unrefrigerated displays that should be in a cooler.
 Do not purchase eggs that are cracked or not refrigerated.
 Pick up cold and hot food last when shopping, so it will have the least amount of time to change
temperature before getting it home.
 Keep raw meat products separate from other products in the shopping cart. Place these
products in plastic bags at checkout, to prevent juices from leaking or contaminating other
foods.
 Do not leave products in the car for long periods of time, as they may spoil.

Storing Food

 Keep the refrigerator at 4°C (40°F) or colder.

 Refrigerate or freeze perishables, prepared food, and leftovers within two hours. Do not overfill
the refrigerator, as cold air needs to circulate.
 Store meat in plastic bags on the lowest shelf of the refrigerator to keep the meat coldest and to
prevent potential drips from getting onto other foods.
 Store canned foods in a cool and dry place.
 Store fresh produce in the refrigerator and do not wash it until time of use.
 Store eggs in their carton, inside the refrigerator where it is colder, not in the door.

Continued

__________
* Source: Manitoba Agriculture, Food and Rural Initiatives. “Handling Food at Home.” Consumer Food Safety. Nov. 2005.
<www.gov.mb.ca/agriculture/foodsafety/consumer/cfs01s04.html>. Adapted with permission.
 RM 10–NU: Safe Food Guidelines (Continued)

Preparing Food

 Wash hands thoroughly with soap and water for at least 20 seconds before and after handling
food, and after touching raw food (singing Happy Birthday twice takes about 20 seconds).
 Wash counters, cutting boards, equipment, and utensils with hot soapy water or a sanitizer
before and after they have been in contact with food. A good kitchen sanitizer can be made by
mixing 5 mL (1 teaspoon) of bleach and 750 mL (3 cups) of water. Replace daily.
 Make sure cutting boards are in good repair.
 Do not let the juices from raw meat come in contact with other cooked or raw foods. Always
place cooked meat on a clean plate rather than reusing the plate that was in contact with the
raw meat.
 Thaw foods in the refrigerator (or in the microwave if it is being cooked immediately), NEVER
AT ROOM TEMPERATURE.
 Do not refreeze food that has been thawed. The safest thing to do is cook thawed meat or fish
before refreezing it.
 Wash fruit and vegetables under running water to remove dirt and residue before using them.
Scrub vegetables such as carrots and potatoes. Don’t use soap, as it can leave its own residue.
 Use a new spoon every time you taste your cooking. Don’t double dip!
 Keep pets out of the kitchen.
 If you have an infectious disease (e.g., flu, cold), avoid handling food. Always cover your
mouth with a facial tissue or sleeve if you sneeze, and wash your hands well. If you have an
open cut or wound, ensure it is well cleaned and covered with a bandage, as well as a rubber
cover (e.g., glove).
 Change dishcloths often. A warm, damp washcloth is a perfect home for bacteria and germs. An
alternative is to use paper towels and discard them after each use.

Cooking Food

 Keep food out of the temperature danger zone by ensuring your refrigerator is set at 4°C (40°F)
and by keeping hot foods hot, over 60°C (140°F). At temperatures over 60°C (140°F), bacteria are
killed. Keep in mind that bacteria grow fastest between 4°C and 60°C (40°F and 140°F).
 Cook ground meat and poultry until it reaches a safe internal temperature (it should not be
pink, but the colour alone is not an indicator of a safe temperature). Always use a meat
thermometer (internal temperature: 75°C, 167°F). Thoroughly cooking food destroys harmful
micro-organisms.
 Use microwave-safe containers when using the microwave, and rotate food for even cooking.
Continued
 RM 10–NU: Safe Food Guidelines (Continued)

Serving Food

 Wash hands with soap and water before serving food.

 Do not leave potentially high-risk foods, whether raw or cooked, at room temperature longer
than necessary and not longer than two hours.
 Keep hot foods steaming hot, over 60°C (140°F).
 Use designated utensils for each food item.
 Keep batches of food separate.
 Place small amounts of food on the table if serving a buffet.

Storing Leftovers

 Wash hands before and after handling leftovers.

 Refrigerate leftover food immediately or within two hours of preparation.
 Divide hot leftovers into small shallow containers for quick cooling.
 Store leftovers in appropriate storage containers (e.g., cling wrap, freezer bags, air-tight
containers).
 Reheat leftovers to a temperature of 75°C (167°F). Bring soups and sauces to a boil.
 Cooked meat (e.g., sandwich meat, burgers) can be refrigerated and safely eaten within three
days. Don’t keep leftovers more than four days.

Discarding Spoiled Food

 Discard food if you’re not sure how long it’s been in the fridge. (Note: You can’t necessarily tell
if a food is contaminated with harmful organisms by looking at it, smelling it, or tasting it.)
 If mould forms on hard cheese, trim off the mould plus 1 inch (2.5 cm) from all sides of the
cheese block. Keep the knife clean and put the cheese in a new wrapper. Discard mouldy soft
cheese (e.g., feta, brie, Camembert).
 Discard cans that bulge or leak. Do not taste the contents.
 Discard mouldy jams, syrups, nuts, or grains. Mould spreads in these products and can be
dangerous.

When in doubt, throw it out.

 RM 11–NU: Food Safety Errors: Case Studies*

Case Studies

Case Study 1: Friday Night

It’s Friday night and you’ve invited some friends over for pizza, baked chicken wings, and a movie.
You’ve made a fiery mayo-based dip for the wings. You add frozen shrimp to the pizza. For a
healthy side dish, you prepare some veggies to go with the dip. They look clean, so, to save time,
you cut them up without washing them first.

Your friends leave late and you’re really tired. There are too many beverages in the fridge—no room
for the leftover pizza, chicken, or dip. You cover them with napkins for the night and decide to
leave clean-up for the morning.

The next morning you think to yourself, “cold pizza for breakfast.” And even though the wings
aren’t hot any more, they’ll taste great for breakfast with the leftover dip. Perfect!

What are your food safety errors? What should you have done instead?

Continued
__________
* Source: Dairy Farmers of Manitoba, 2008. Adapted with permission.
 RM 11–NU: Food Safety Errors: Case Studies (Continued)

Case Study 2: Pot Luck

You are preparing your special chicken stew for a pot-luck after the basketball tournament. You are
running late and are trying to work quickly. Oh no—you forgot that you still need to make a
sandwich! You give the cutting board a quick wipe. There is still a little chicken on it, so you give it a
rinse. There, that’s better. You use the cutting board to cut bread, and prepare the sandwich in record
time. The chicken stew must be ready by now. You dip your spoon into the stew for a taste. Yum! In
goes the spoon again. Yup, it’s done. You turn the stove off and decide to leave the pot to cool before
putting it in the fridge (it should be cool enough by the time you get home later this evening). While
quickly wiping the counter, you notice the extra chicken you thawed still sitting on the counter. You
didn’t need it after all. That’s OK. You’ll just put it back in the freezer for the next time.

What are your food safety errors? What should you have done instead?

Continued
 RM 11–NU: Food Safety Errors: Case Studies (Continued)

Case Study 3: Saturday Night Chili

You are having friends over on Saturday night. You are in the middle of preparing your famous chili
when you realize the can of beans you were going to use is badly dented and bulging . . . that’s not
good. A second can of beans is dented, but not bulging, so you decide to use it instead. You are
adding tomatoes when, “Ouch—what a sting”! The juice has dripped into that nasty cut you got
yesterday. You’ll have to remember to get bandages. And now you are going to sneeze, but with
tomato juice on your hands, you don’t quite prevent yourself from sneezing on the chili . . . oops.

You planned to serve cheese and crackers before dinner. You notice the cheese has mould on it. No
problem—you scrape the sides of the cheese, slice it, and put it out for your friends.

What are your food safety errors? What should you have done instead?

Continued
 RM 11–NU: Food Safety Errors: Case Studies (Continued)

Case Study 4: Feeling under the Weather

You work in the school cafeteria. You are normally very energetic, but you are feeling under the
weather as you get lunch prepared for the day. You begin to rummage through the fridge searching
for something to prepare, when “AAAHHH – CHOOO!” You manage to cover your nose with
your hand to prevent sneezing on the food in the fridge. You spot some ground beef. You’re not
sure when the manager took it out of the freezer—there’s no expiry date on it—maybe a couple of
days ago? Hmmm . . . or was it at the end of last week? You examine it. Looks fine, smells OK. So
you decide to use it. You take it out of the dripping plastic and use it to prepare dinner.

What are your food safety errors? What should you have done instead?

Continued
 RM 11–NU: Food Safety Errors: Case Studies* (Continued)
(Answer Key)

Answers to Case Studies

Case Study 1: Friday Night

What are your food safety errors? What should you have done instead?
You left food on the counter. Pizza, chicken, and dip should be refrigerated within two
hours of being cooked or prepared.
You did not wash the vegetables. Vegetables should be rinsed with cold water before serving
them.
You added frozen shrimp to the pizza. Shrimp should have been thawed in the fridge and then
added to the pizza.
You used napkins to cover leftover food. Leftover food should have been stored in an appropriate
storage container (e.g. cling wrap, freezer bag, air-tight
container) and refrigerated.

Case Study 2: Pot Luck

What are your food safety errors? What should you have done instead?
You used the cutting board after You should have used a different and clean cutting board and
preparing raw chicken on it. utensils to prepare the sandwich, or thoroughly washed and
sanitized the cutting board and utensils before using them to
make the sandwich.
You did not wash your hands before Always wash your hands after handling raw meat. It’s an even
making the sandwich. better idea to wash your hands after you have prepared one
food, before moving on to another.
You “double-dipped” your spoon into the Use a new spoon every time you taste food, or use a clean
stew when tasting it. spoon to put/pour the food onto your spoon.
You left the large pot of stew to cool on The pot was too large for the stew in the centre to cool (out
the counter. of the danger zone) quickly enough. You should either have
transferred the stew into a few smaller and shallower pans for
cooling in the fridge, or put the stew into individual portions,
and frozen them.
You thawed the chicken on the counter. All food should be thawed in the fridge.
You refroze the thawed chicken. Do not refreeze thawed meat or food. Either cook it and then
freeze the prepared item, or put it into the fridge and use it as
soon as possible. Or throw it out.

Continued

__________
* Source: Dairy Farmers of Manitoba, 2008. Adapted with permission.
 RM 11–NU: Food Safety Errors: Case Studies (Continued)
(Answer Key)

Case Study 3: Saturday Night Chili

What are your food safety errors? What should you have done instead?
You used the dented can. You used the dented (but not bulging) can. When you see a
dent, check the location.
The safest thing to do is to check all cans and avoid buying
dented cans. A dented can might be punctured, and bacteria
might have gotten in. If the dent is “sharp” or on a “seam,”
the can might be punctured as well. If the can is dented on
the “body,” it is probably OK to use. If you open a can and
the content spurts out, appears bubbly, or has a bad smell,
throw it out and do not taste it. If you dent the can after
purchasing it, use the product as soon as possible. If the can
becomes dented along a “seam,” empty the can into an
airtight container and use the product as soon as possible.
You handled food with an open cut on Never handle food with an open cut or wound. The cut should
your hand. be cleaned, as well as covered with a bandage and with a
rubber glove or a rubber cover for an individual finger. This is
done to prevent the cut and the bandage from getting wet
and dirty. It will help prevent the spread of germs from the
cut to the food and prevent bacteria from getting into the cut
(it could get infected).
You scraped the mould off the cheese If hard/firm cheese is mouldy, you need to cut 2.5 cm (1 inch)
and served it to your friends. from all sides of the cheese block. Don’t just scrape the mould
off, as it may have grown into the cheese. If mould has
spread all through a firm cheese, throw it away. If there is
mould on soft or fresh cheese, throw it away.

Case Study 4: Feeling under the Weather

What are your food safety errors? What should you have done instead?
You arrived at work sick. If you are sick, STAY AT HOME. You can pass what you have
to your clients and make them sick. If you have to go to work,
wear a facial mask and wash your hands frequently.
You sneezed into the refrigerator. Cover your mouth and nose when you sneeze or cough,
especially when you are around food that may be eaten by
others. Sneeze into a facial tissue or your arm, and wash your
hands. Better yet, stay home when you’re not feeling well.
You used the ground beef, even though When in doubt, throw it out, especially when you are
you were unsure of when it was taken out responsible for your clients’ welfare.
of the freezer.
You smelled the ground beef, thought it Smelling food to detect contamination does not always work.
smelled OK, and used it. Not all contaminated foods smell bad.
 RM 12–NU: Food Label Dictionary

The following table lists some of the more common nutrient content claims and explains what
they mean.

Nutrient Content Claims and Their Meaning*

Keywords What They Mean
Free an amount so small, health experts consider it nutritionally
insignificant
Sodium free  less than 5 mg sodium**
Cholesterol free  less than 2 mg cholesterol, and low in saturated fat (includes a
restriction on trans fat)**
 not necessarily low in total fat
Low always associated with a very small amount
Low fat  3 g or less fat**
Low in saturated fat  2 g or less of saturated and trans fat combined**
Reduced at least 25% less of a nutrient compared with a similar
product
Reduced in Calories  at least 25% less energy than the food to which it is compared
Source always associated with a “significant” amount
Source of fibre  2 g or more fibre**
Good source of calcium  165 mg or more of calcium**
Light when referring to a nutritional characteristic of a product, it is
allowed only on foods that are either “reduced in fat” or
“reduced in energy” (Calories)
 explanation on the label of what makes the food “light”; this is
also true if “light” refers to sensory characteristics, such as “light
in colour”***

** per reference amount and per serving of stated size (specific amount of food listed in Nutrition Facts)

*** three exceptions that do not require an explanation are “light maple syrup,” “light rum,” and “light salted” with
respect to fish. Note that a separate provision is made for the claim “lightly salted,” which may be used when a
food contains at least 50% less added sodium compared with a similar product.

__________
* Source: Health Canada. “Nutrient Content Claims and Their Meaning.” Nutrition Labelling—Get the Facts! 26 Nov. 2002.
<www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/educat/te_background-le_point-08-table1-eng.php>.
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact?

NOTE TO TEACHER
Reword some of the Myth statements into Fact statements and remove the word Myth from each card, as students
have to determine whether each statement is a myth or a fact.

Myth: Fact: Vitamin and mineral supplementation is

generally not required for individuals who
are on a balanced eating plan, which means
they are consuming the recommended
number of servings from each of the four
food groups, as outlined in Eating Well with
Canada’s Food Guide (Health Canada).
Everyone needs to take vitamin pills. Individuals who think they may need to
take supplements should do so under the
It’s OK to take vitamin supplements, direction of a medical doctor, registered
as they are natural substances. dietician, or nutritionist. Consumers also
need to know and understand that not all
natural substances are safe and/or legal
(e.g., marijuana).
Reference
Health Canada. Eating Well with Canada’s Food Guide.
Ottawa, ON: Health Canada, 2007. Available online at
<www.hc-sc.gc.ca/fn-an/food-guide-
aliment/index_e.html>.

Myth: Fact: Proper post-exercise nutrition allows muscles to

recover more quickly and allows the participant to be
ready to exercise/perform again within hours. During
exercise, the glycogen stored in muscles is depleted.
The amount of depletion will depend on factors such as
the amount of glycogen available and the intensity and
duration of the exercise.
The critical time following exercise is the first 30
minutes to two hours. During this time, physical
As long as I eat, it doesn’t matter activity participants need to
when I eat.  consume foods with a high-glycemic index (simple
carbohydrates), as the muscles are in a state when
they will more readily absorb these nutrients
 consume proteins and fats
In addition to ensuring proper food intake, rehydration
or drinking of fluids is also critical during post-exercise
recovery. Participants who do not have “an appetite”
immediately following exercise could consider drinking
chocolate milk or sports drinks.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: While the notion of needing to drink eight glasses

of water per day is a myth, the need for proper
and adequate hydration is a fact. During the
course of a normal day, the body loses fluid
through sweating, breathing, urinating, and
environmental factors (e.g., air temperature,
humidity). This fluid must be replaced.
Maintaining proper fluid levels helps the body to
Drink eight glasses of water  transport nutrients and eliminate waste
per day.  lubricate joints and tissues
 facilitate digestion
 regulate core temperature through sweating
Individuals can replenish their fluid loss by
rehydrating with drinking water, sports drinks,
soups, teas, milk, juice, or coffee, or eating watery
fruit and vegetables. The amount of fluid that
needs to be replaced will depend on how much
fluid was lost.

Myth: Fact: Consuming water or other fluids is essential

while exercising, as increased activity rates
will increase the rate of fluid loss through
sweating and increased respiration rates.
While exercising, it is better to consume
small amounts of water or sports drinks
frequently than to gulp large volumes
Drinking water during exercise infrequently or not drinking at all.

causes stomach upset and slows Dehydration can have a significant impact
on performance. Excessive dehydration may
performance. cause an uncontrollable increase in core
body temperature, which may lead to heat
exhaustion or heat stroke.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: Meal-replacement options are never as

nutritious as home-cooked meals that are
part of a balanced eating plan. However,
meal-replacement options, such as protein
shakes, power bars, and so on, can be
convenient for on-the-go situations, and are
safer than perishables if food cannot be kept
Meal-replacement options at a safe temperature.

(e.g., protein shakes, power bars) are

not as good as a home-cooked meal.

Myth: Fact: Supplementation cannot and should not

replace a balanced eating plan. If a medical
doctor, registered dietician, or nutritionist
determines that there is a vitamin/mineral
deficiency that cannot be corrected within an
individual’s balanced eating plan, then
supplementation may be appropriate. It is
I don’t like eating meat and am fine generally understood that iron supplements
from plant sources need to be taken with
just taking an iron supplement. vitamin C for effective absorption.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: If you want to introduce new foods or drinks

as part of your physical activity/sport
nutrition plan, try them out during a training
session first to know how the body will
respond.
During physical activity, carbohydrates and
fluid are essential to success. Participants
It doesn’t really matter what you eat also need to match their food intake to their
during physical training and energy expenditure in order to maintain a
healthy body weight.
competition.

Myth: Fact: Energy drinks are not necessarily bad. A major ingredient in
energy drinks is caffeine, which has both pros and cons,
although the cons outweigh the pros.
 Pro: Because caffeine is a stimulant, it can result in short-
term mental alertness.
 Cons: For some people, caffeine can lead to increased heart
rate, higher pulse rate, increased sweating, and dehydration.
All these factors are performance degrading. Other known
side effects of caffeine consumption that may affect
performance are disrupted sleep patterns, nausea/vomiting,
Energy drinks are harmful to your diarrhea, and irritability.
health and detrimental to your Energy drinks are also of concern due to other products in
them. Some energy drinks are artificially sweetened, and
performance. therefore do not contain much sugar. The added vitamins,
minerals, and herbal products are of most concern. While these
may be “natural,” they may not be appropriate for
participants.

If you have to depend on an energy drink for a quick rush,

perhaps you need to ask:
 Are you over-training?
 Are you eating enough at the right times?
 Are you getting enough rest?

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: For regular physical activity and sport

participation that adheres to Canada’s
Physical Activity Guide (Public Health Agency
of Canada), participants would need a
higher percentage of nutrients from
carbohydrates, as they are the primary
source of energy. Some participants may
The ideal ratio of nutrients is need up to 60% carbohydrate intake to meet
their energy needs.
40% complex carbohydrates (CHOs),
References
30% protein, and 30% fat. Public Health Agency of Canada. Canada’s Physical Activity
Guide for Youth. Ottawa, ON: Public Health Agency of
Canada, 2002.
---. Canada’s Physical Activity Guide to Healthy Active
Living. Ottawa, ON: Public Health Agency of Canada,
2004.
These guides are available online at <www.phac-
aspc.gc.ca/pau-uap/fitness/downloads.html>.

Myth: Fact: Rapid weight loss can be detrimental to

physical performance and, more
importantly, to overall health. Rapid weight
loss through the use of diet pills, laxatives,
and saunas is a serious concern for weight-
class sports, such as boxing, tae kwon do,
body building, wrestling, ballet, and
Use of diet pills and laxatives is an gymnastics. It is also a concern for females
who have had negative comments made
effective way to lose weight.
about their bodies, or who may feel they
would be more athletic if they lost weight.
All individuals, including athletes, need to
maintain a balanced eating plan. Participants
in weight-class sports may have to compete
in a higher weight class to avoid subjecting
themselves to rapid weight loss.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: Muscles have a limited ability to absorb

amino acids that are derived from protein.
Once this limit has been reached, excess
protein will be stored as body fat, as will all
excess calories.

The more protein and protein

supplements you consume, the more
muscle you will gain or maintain.

Myth: Fact: Generally, muscle cramps are caused by an

excess of fluid loss through sweating, not
inadequate salt intake.
While we need sodium to keep the body
running normally (e.g., to maintain fluid
balance, regulate nerve impulses and muscle
function), too much sodium is associated
Muscle cramps are caused by with high blood pressure and increased risk
inadequate salt intake. of heart disease and stroke. High sodium
intake also causes the body to lose calcium
and can have an impact on bone health.
Most sodium comes from
processed/prepared food, not the salt shaker
on the table. As little as 10% of our daily
sodium intake comes from the salt shaker,
while over 75% comes from the salt added to
food during processing.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: Taking special supplements, such as amino

acids, bee pollen, ginseng, and brewer’s
yeast, cannot replace a balanced eating
program. There is no evidence to indicate
that ingesting any of these substances will
improve athletic performance. Furthermore,
taking any of these special supplements can
Special supplements, such as amino be quite expensive.
acids, bee pollen, ginseng, and
brewer’s yeast, improve athletic
performance.

Myth: Fact: To get the most out of a morning workout,

you need to eat a proper pre-exercise meal at
the proper time so that your body can digest
the food and your muscles can absorb the
nutrients. In the case of a pre-breakfast
morning workout, you may not have eaten
in 8 to 12 hours. By not eating prior to a
Skipping breakfast before a workout, your muscles will deplete their
energy stores more quickly, thereby leaving
morning workout will help you
you without the energy you need to finish
burn more fat. your workout, or your intensity will drop to
a level below your expectations/goals.
Furthermore, once you do eat, you may
over-consume due to feeling hungry.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: Carbohydrates are converted to and stored

in muscles as glycogen. While consuming
carbohydrates the night before a long run is
helpful, there is a limit to how much
glycogen can be stored within muscles. It is
more helpful to carbo-load in the days before
an endurance activity.
Carbo-loading (also known as the
“pasta feed”) the night before a big
race is effective.

Myth: Fact: For regular users, caffeine has actually been

shown not to be a diuretic in most people.
For infrequent users of caffeine, however,
some of the known side-effects (e.g., nausea,
diarrhea, frequent urination) lead to excess
fluid loss before the endurance event or
performance even begins.
Caffeine causes dehydration during
endurance sports and should be
avoided.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: These sweet foods will provide quick, short-

term energy, as they are easily absorbed for
use by the muscles. Depending on the length
of the physical activity, however, these quick
sources of energy may not provide enough
energy for continued/sustained
participation. It would be best to consume
Ingesting sugar, honey, soft drinks, complex carbohydrates, some protein, and a
little fat a few hours before physical activity
or any other sweets will provide the
participation, and simple carbohydrates just
required energy just before athletic before participation.
competition.

Myth: Fact: By themselves, vitamins and minerals are

not an energy supply. What minerals and
vitamins do is help release the chemical
energy found in food that is ingested as part
of a balanced eating plan.

Vitamins and minerals give athletes

extra energy.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: Water is the best method for fluid

replacement during activity. When
exercising in hot temperatures, however,
participants need to be aware of excessive
sweating. Also, water may not be sufficient
in situations where participants are not able
to eat during training/competition lasting
It doesn’t matter what you drink longer (in general) than 90 minutes. In these
situations, sports drinks can be useful. Avoid
during activity as long as you are
fluids with high caffeine levels or alcohol, as
consuming fluids. these may act as diuretics or depressants.

Myth: Fact: Energy drinks and sports drinks are very

different.
 Energy drinks are carbonated, which affects
fluid absorption. They also have high
levels of caffeine.
 Sports drinks are scientifically developed to
assist physical activity participants/
Energy drinks and sports drinks athletes with fluid and electrolyte
are the same. replacement.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: Regardless of the source of the calories, if

energy input is greater than energy output,
there will be weight gain.

Sports drink consumption during

exercise contributes to weight gain.

Myth: Fact: By comparing the sugar and calories of

sports drinks and fruit juice or regular pop
(e.g., using the Nutrition Facts labels), you
would find that sports drinks have
approximately half the sugar and calories of
the other drinks.

Sports drinks are high in sugar

and calories.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: Some athletes are very heavy sweaters and

lose fluid and electrolytes at a higher rate
than others. In these situations, sports drinks
can be helpful even if the activity is 60
minutes or less in duration.

Sports drinks are meant only for

events lasting more than 60 minutes.

Myth: Fact: Sports drinks have sodium levels similar to

those of everyday foods such as milk, bread,
and some breakfast cereals. Sodium plays an
important role in fluid absorption.
Consuming foods with sodium during a
physical activity is not always possible or
practical; therefore, consuming sports drinks
Sports drinks have too much salt. provides a suitable alternative.

Continued
 RM 13–NU: Sport Nutrition Investigation: Myth or Fact? (Continued)

Myth: Fact: Athletes need consistent, quality training, a

balanced eating plan, and adequate rest. By
missing one of these three, they won’t be the
best they can be, regardless of the type of
physical activity participants or athletes they
are (e.g., strength, power, endurance).

Only strength athletes need to worry

about eating enough protein.

Myth: Fact: No single sport nutrition plan will work for

everyone. All individuals are unique with
respect to how their bodies respond to
certain food intake and exercise.

There’s only one “right way” to fuel

the body for maximum performance.

Continued
MODULE D

Lesson 2
RM 1–PS: Process Observation Report Form

Lesson 3
RM 2–PS: Leadership Questionnaire
RM 3–PS: Survival Game Questionnaire (and Interpretation of Results)
 RM 1–PS: Process Observation Report Form

Process Observer _______________________________ Date _____________________________

Team Members _______________________________ ___________________________________

_______________________________ ___________________________________

_______________________________ ___________________________________

Directions/Description
As process observer for your team, you will not actively participate in
your team’s task. Your role is to position yourself so that you can NOTE
see and hear the interactions and communication of the team The names of individual
members as they work to accomplish their assigned task/challenge. students should not be
recorded or reported in your
If a conflict arises and it appears as though the team members observations.
cannot resolve it themselves, please advise your teacher/facilitator.
Complete the following report of your team activity, and be prepared to share your
observations during the debriefing process without criticizing.

Team Plan
1. Did the team seem to have a clearly defined plan? Explain.
____________________________________________________________________________________
____________________________________________________________________________________

Interaction and Communication

2. Record/tally the positive, negative, or neutral comments made during the team activity. These
comments could also be made in the form of suggestions and/or directions.
Positive Comments Negative Comments Neutral Comments
(e.g., “well done,” “great idea”) (e.g., “that’s dumb,” “brutal”) (e.g., “OK,” “what if we try this?”)

3. Was any form of non-verbal communication demonstrated? _______________________________

If so, in what ways was the non-verbal communication presented (e.g., sitting out, facial
expressions, body language)?
____________________________________________________________________________________
____________________________________________________________________________________
Continued
 RM 1–PS: Process Observation Report Form (Continued)

Team Roles

4. Using the team roles identified in the Predicting Team Roles learning activity, try to identify the
roles that emerged during the team’s building activity. Record/tally, under the appropriate
category below, which roles you observed.
Task Roles Interactive Roles Self-oriented Roles

5. What was the energy level of the team? Explain.

___________________________________________________________________________________
___________________________________________________________________________________

6. How would you describe the team atmosphere (e.g., relaxed, tense)?
___________________________________________________________________________________

7. Did everyone participate? Explain.

___________________________________________________________________________________
___________________________________________________________________________________

8. Did any conflict arise? _______________________________________________________________

If so, how was it resolved?
___________________________________________________________________________________
___________________________________________________________________________________

Overall Impressions
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
 RM 2–PS: Leadership Questionnaire*

Read the following statements and indicate how you would most likely behave if you
were the group/team leader, choosing from the following ratings.
A = Always F = Frequently O = Occasionally S = Seldom N = Never
If I were the group/team leader . . . A F O S N
1. I would most likely act as the spokesperson of the group.
2. Policies would be determined by majority rule.
3. I would allow members complete freedom in their work.
4. I would encourage all members to follow the rules.
5. I would permit members to use their own judgment in solving problems.
6. I would stress being ahead of competing groups.
7. I would use group brainstorming as a way to come up with new ideas.
8. I would expect input from everyone on how best to get a job done.
9. I would try out my ideas in the group.
10. I would let the members do their work the way they think best.
11. I would be working hard for personal recognition.
12. Meetings would be chaired in rotation, so everyone had a chance to chair.
13. I would let people work out their own differences.
14. I would keep the work moving at a rapid pace.
15. I would turn the members loose on a job and let them go to it.
16. I would settle conflicts when they occur in the group.
17. People would sign up for tasks depending on what they enjoyed doing.
18. I would represent the group at outside meetings.
19. I would be reluctant to allow the members any freedom of action.
20. I would decide what should be done and how it should be done.
21. I would push for increased productivity in assigned tasks.
22. I would give authority to only those members I felt I could control.
23. Things would usually turn out as I had predicted.
24. I would allow the group a high degree of initiative.
25. I would assign group members particular tasks.
26. I would be willing to make changes.
27. Problem solving would be handled by the group as a whole.
28. I would trust the group members to exercise good judgment.
29. I would schedule the work to be done.
30. I would refuse to explain my action.
31. I would persuade others that my ideas are to their advantage.
32. I would permit the group to set its own pace.
33. I would urge the group to beat its previous record.
34. I would act without consulting the group.
35. I would ask that group members follow standard rules and regulations.
__________
* Source: Gray, John W., and Angela Laird Pfeiffer. Skills for Leaders. Reston, VA: National Association of Secondary School Principals,
1987. 34–37. Copyright 1987 National Association of Secondary School Principals. For more information on NASSP products and
services to promote excellence in middle level and high school leadership, visit <www.principals.org>. Adapted with permission.
 RM 3–PS: Survival Game Questionnaire*

Directions/Description

Below you will find 12 questions that deal with different aspects of human survival in a barren
region. For each of the 12 questions, you must individually choose the solution that seems best. Try
to imagine yourself in the described situation, and remember that you are alone and that you have
very limited equipment (unless otherwise indicated). It is autumn, and the days are warm and dry,
but the nights are cold.
Once you have individually answered each question, you will review each question within a small
group/team. Your group must decide, by reaching a consensus, what is the best alternative for each
situation. You must not, under any circumstances, change your individual answers after the team
discussion. Individual answers and group answers will then be compared with responses provided.

Questionnaire

1. You have strayed away from your group of friends and are now alone and lost in a forest with
neither paths nor roads. You have no special equipment to signal your whereabouts. The best
way to alert your friends is to:
a. Cry out for help as loudly as possible but in a deep voice.
b. Yell as loudly as possible.
c. Whistle in a tone as loud and high-pitched as possible.
Individual Answer Group Answer

2. You find yourself in a snake-infested area. The best way to protect yourself from the snakes
is to:
a. Make as much noise as possible with your feet.
b. Walk softly and noiselessly.
c. Move only at night.
Individual Answer Group Answer

3. You are lost in a wild region and you are hungry. The best way for you to recognize edible
plants (at least those you don’t know) is to:
a. Try out what the birds are eating.
b. Eat all the plants except those that have bright scarlet berries.
c. Place a small piece of the plant on your lip for five minutes; if nothing happens, try to
eat some.
Individual Answer Group Answer

Continued

__________
* Source: Physical and Health Education Canada (PHE Canada). Leading the Way—Youth Leadership Guide: Bringing Out the Best in
Children and Youth. Ottawa, ON: PHE Canada, 2009. Available at <www.excelway.ca>. Adapted with permission.
 RM 3–PS: Survival Game Questionnaire (Continued)

4. The weather is turning warm and dry. You have about one litre of water with you. You should:
a. Ration the water and just drink approximately one cup a day.
b. Refrain from drinking before halting for the night; then drink what you think you need.
c. Drink as much as you feel you need because you are thirsty.
Individual Answer Group Answer

5. You do not have any water left and you are very thirsty. At last you arrive at a creek, only to
find that its bed is totally dry. The best way to find water is probably to:
a. Dig anywhere in the creek bed.
b. Dig underneath plants and tree roots near the edge of the creek.
c. Dig in the creek bed and in the hollow of the bend.
Individual Answer Group Answer

6. You try to leave this barren zone by climbing down ravines where water can be found. Night
has arrived. The best place to camp out is:
a. Near the water pocket in the ravine gorge.
b. High up on an overhang.
c. At mid-slope.
Individual Answer Group Answer

7. You strayed away from your campsite for a little walk at nightfall. Night starts to come quickly
in the forest and, as you turn back toward the camp, your flashlight starts to dim. Then you
should:
a. Walk as quickly as possible toward the camp with the flashlight on, hoping that it will work
long enough so that you can find your way.
b. Place the batteries under your armpits to warm them and then put them back in the
flashlight.
c. Light up in intervals of a few seconds in order to recognize where you are and proceed
toward the camp in stages.
Individual Answer Group Answer

Continued
 RM 3–PS: Survival Game Questionnaire (Continued)

8. A snowstorm is keeping you confined to your tiny tent. While sleeping, you have left your
portable stove lit. This could become dangerous if the flame is:
a. Yellow
b. Blue
c. Red
Individual Answer Group Answer

9. You must cross a river with a very strong current whose bed is scattered with large rocks and
rough waters. After having carefully chosen the place where you will cross, you must:
a. Cross over with your boots and knapsack.
b. Take off your boots and throw your knapsack over to the opposite bank.
c. Throw your knapsack over to the opposite bank but cross the river with your boots on.
Individual Answer Group Answer

10. When you cross a river with a strong current and you have water up to your waist, you must
cross with your body turned:
a. Upstream.
b. Toward the opposite bank.
c. Downstream.
Individual Answer Group Answer

11. You find yourself on stony terrain over which you must climb in order to pass. The boulders are
moss-covered and slippery. You must climb:
a. Barefoot.
b. With your boots on.
c. With your socks on.
Individual Answer Group Answer

12. Upon your return to the campsite, you are surprised by a big bear milling around your tent.
You have no weapons. Ten metres from you, the bear rears up on its hind legs. You must then:
a. Run away.
b. Climb the closest tree.
c. Remain still, but be prepared to back away slowly.
Individual Answer Group Answer
Continued
 RM 3–PS: Survival Game Questionnaire* (Continued)

Interpretation of Results

Below you will find the solution recommended by survival experts for each of the 12 questions.
These recommendations would apply to most situations. In more specific instances, however, it
would be necessary to look at other options.

1. (a) Cry out for help as loudly as possible but in a deep voice. In fact, a deep voice carries
further, especially in a dense forest. By shouting loudly but in a deep voice and by using the
word “help,” you have the best chance of attracting your friends’ attention. A high-pitched
far-away cry will not carry as far, and is more likely to be mistaken for a bird call or for an
animal cry.
2. (a) Make as much noise as possible with your feet. Generally, snakes are frightened by noise
and will immediately slither away from you. There is a good chance that you will not see
any snakes unless you have caught one by surprise and in a place where escape is
impossible. Some snakes hunt at night, and by walking softly you would have a good
chance of encountering them.
3. (c) Place a small piece of the plant on your lower lip for five minutes; if nothing happens, try
to eat some. Naturally, the best solution is to eat only the plants that you recognize. But when
you’re in doubt and there is no other solution, the lip test is a good alternative. If the plant is
poisonous, you will experience a disagreeable sensation on your lip, which will alert you. The
colour of the berries is not necessarily the sign of a poisonous plant. Furthermore, birds do not
have the same digestive system as humans. What is safe for them may not be safe for you.
4. (c) Drink as much as you feel you need because you are thirsty. What must be avoided in this
case is dehydration because once the process has started it can not be stopped. The rationing
of water will not allow you to combat efficiently against the danger, particularly if you are
overcome by sunstroke or dehydration. That is why you must drink when you feel the need
and, of course, look for a source of water as quickly as possible.
5. (c) Dig in the creek bed and in the hollow of the bend. Water runs more quickly in the hollow
of a bend where there is more depth and less mud; it is thus the last place to dry up.
6. (c) At mid-slope. If a storm arises, the place could be transformed into a real torrent. Consequently,
you must not position yourself in the hollow of a ravine because you would run the risk of
being swept away. This has happened to many campers and mountain climbers. Furthermore, if
you camp on the ridge, you will be exposing yourself much more to the rain, wind, and
lightning if a storm blows in. Therefore, it is preferable to camp at mid-slope.

Continued

__________
* Source: Physical and Health Education Canada (PHE Canada). Leading the Way—Youth Leadership Guide: Bringing Out the Best in
Children and Youth. Ottawa, ON: PHE Canada, 2009. Available at <www.excelway.ca>. Adapted with permission.
 RM 3–PS: Survival Game Questionnaire (Continued)

7. (b) Place the batteries under your armpits to warm them and then put them back in the
flashlight. Batteries lose much of their power and wear down quickly when it is cold. It is a
good idea to heat them. Naturally, it is preferable to avoid tramping through the forest at
night. There are too many obstacles that could injure you (e.g., low branches, old tree
trunks, holes in the ground). A broken leg, an injured eye, or a sprained ankle would be a
severe handicap in your situation. When you find yourself in a wooded area, it is preferable
to stay near the campsite because night comes very quickly once the sun has set.
8. (a) Yellow. A yellow flame indicates that the combustion in your stove is incomplete and that it
is probably emitting carbon dioxide. Every year, many campers are asphyxiated in their
tents by carbon dioxide emissions.
9. (a) Cross with your boots and knapsack. Crossing a strong current is the cause of numerous
accidents. Keep your shoes or boots on to protect your feet from sharp rocks. Furthermore, if
your knapsack is well-balanced, it will provide you with more stability to cross the current.
If it is watertight and waterproof, it could even be used as a safety jacket if you fell into a
water hole.
10. (b) Toward the opposite bank. Many people drown when fording a river by turning their
bodies in the wrong direction. Facing upstream is the most dangerous solution. The current
can push you backward and the weight of your bag can carry you off balance into the
current. It is by walking perpendicularly to the current and looking at your place of arrival
on the other bank that you have the greatest stability.
11. (c) With your socks on. This is the best way to maintain your grip and feel for the ground on
which you are walking. Your mountain shoes can become slippery. If you walk barefoot,
you run a greater risk of injury to your feet.
12. (c) Remain still, but be prepared to back away slowly. If you move, you will surely excite the
bear more than if you remain still. If it is especially interested in your supplies, it is
preferable to let it help itself and leave when it is satisfied. Generally, it is recommended
that you back away very softly in order to reach some shelter, such as a tree, a steep
boulder, and so on.
MODULE E

Lesson 1
RM 1–HR: Relationship Values
RM 2–HR: Reflecting on Relationships

Lesson 2
RM 3–HR: Bill of Rights and Responsibilities

Lesson 3
RM 4–HR: Troubles in Paradise
RM 5–HR: Relation Shifts: Case Studies
RM 6–HR: Assertive Communication Tips
 RM 1–HR: Relationship Values*

Directions/Description

 Read the list of relationship values below and think about how important each would be to you
in an intimate/committed relationship.
 Identify, in the table below, which column you think is most appropriate for each value listed.
(For each value, check the applicable column.)
 After completing the table, respond to the questions on the next page.

Relationship Must Important Would Be Not

Values Have Nice Important
Being dependable
Being faithful
Caring and kindness
Common leisure activities
Communication
Friends in common
Having children
Honesty
Importance of families
Intelligence
Love
Money
Mutual support
Religion
Trust and confidentiality
Sense of humour
Sex
Shared responsibility
Shared values and beliefs
Similar interests
Similar level of education
Similar lifestyle
Willingness to grow and change
Other:
Other:
Continued

__________
* Source: PPM 1998; rev. Sexuality Education Resource Centre Manitoba, 2008. Adapted with permission.
 RM 1–HR: Relationship Values (Continued)

Questions

1. Explain why you selected any two relationship values in each column.
Must Have (essential)

Important

Would Be Nice (but not necessary)

Not Important (if any)

2. What other relationship values, if any, did you add to the list, and why?
 RM 2–HR: Reflecting on Relationships

Directions/Description
Complete this reflection as part of Module E, Lesson 1.
NOTE
 Identify a person with whom you have a relationship.
You will have an opportunity
 On the sliding scale provided below, indicate the health of to revisit and update your
the relationship. responses at the end of
Module E, Lesson 4. Be sure
 Identify the issues or concerns that exist in your relationship to keep this sheet in a
with the identified person. secure location.

 Indicate into which common problem area(s) in relationships

you would place these issues or concerns.
 Indicate what you should do to resolve the issues or concerns.
 Predict what will happen if the issues are not resolved.

Questions
1. Person with whom you have a relationship:

(The name could be real or fictitious, but it should represent a real person.)

2. How healthy is the relationship?

(Mark the sliding scale with an arrow to indicate the relative health of the relationship.)

Healthy Very Few Issues Some Issues Many Issues Unhealthy

3. What issues or concerns exist in this relationship? Be specific.

Continued
 RM 2–HR: Reflecting on Relationships (Continued)

4. Into which problem area(s) would you place the issues or concerns?
(Check the boxes that apply.)
Practical/Logistical Issues
Compatibility Issues
Commitment Issues
Affection/Intimacy Issues

5. What do you think you should do to resolve the issues or concerns?

6. What might happen if the issues or concerns are not resolved?

 RM 3–HR: Bill of Rights and Responsibilities

Role

Bill of Rights
I have the right to . . .

I have a responsibility to . . .
 RM 4–HR: Troubles in Paradise

Directions/Description
 Imagine that you have a partner whom you care for/love very much.
 Carefully read each of the statements that appear in the table below.
 Mark the small boxes according to the following legend.
 After completing your selections, be prepared to discuss your situation with classmates.

Legend
1 This is not a problem. I can deal with it.
2 This is a problem and we would need to work on it together. (Not a crisis yet.)
3 This is a big problem and I would seek help to resolve it. (Crisis, but worth working on.)
4 This would be an unsolvable obstacle in our relationship. (Not worth it and cause for termination.)

My Partner
doesn’t want to gets angry easily doesn’t want me doesn’t put a lot finds lots of
be affectionate and often over to spend time of time or effort excuses not to be
with me anymore the smallest with my friends into the with me
things relationship
blames me for complains about never says sorry raises his or her promises me lots
everything that a lot of the things or never takes voice and yells of things but
happens I/we do responsibility for during our doesn’t follow
his or her actions arguments through
criticizes my has lots of money likes to party and ridicules my argues with me
ideas and but never spends gets really drunk values/religious about everything
suggestions any when we go every time practices until he or she
without offering out gets his or her
his or her own way
flirts with others never talks about doesn’t make me wants me to be doesn’t share a
all the time feelings feel special more like him or lot of similar
around his or her her interests with me
friends
has an annoying wants me to never seems to gets jealous has threatened
habit of have sex all the have fun with me when I talk to suicide if I was
_____________ time other guys or ever to leave the
girls relationship
shuts down and constantly has hit me, and has violent wants me to quit
withdraws as interrupts me then apologized outbursts over my exercise
soon as I when we are the smallest classes (or other
question anything talking about us disagreements activities) so that
he or she does we can spend
more time
together
makes me feel likes to make fun is always around borrows money calls me names
afraid at times of me when we me and doesn’t from me but when we are
are around his or give me my rarely pays me having a
her friends space back disagreement
 RM 5–HR: Relation Shifts: Case Study*

“I met Danny last year, not long after I broke up with my ex. I had just seen my ex with his new
girlfriend. I was so hurt that he had moved on so fast. Danny found me crying in the park and
asked me what was wrong and told me that a girl as pretty as me shouldn’t be crying . . . he was
sweet. We ended up just talking for the longest time. He was so sensitive and he listened, he even
got me laughing. From that moment on we were inseparable. We were just friends at first, but the
chemistry was off the charts. If we weren’t together we were talking online or on the phone. He just
made me feel so safe and so beautiful.”
“I started to realize I was falling for Danny but I was too scared to say anything. So when he told
me I deserved a good love, someone who would cherish me and he wanted to love me that way, he
won my heart. From that moment on we were known as Paige and Danny.”
“Things started to feel a little weird when he first started making comments about my clothes. I
mean he never said they were ugly . . . at first he’d just joke about how I was just too sexy. It made
me laugh, but then he started to seem like he was actually pissed off. He’d tell me that he just didn’t
like the way other guys would look at me. He didn’t want people to think I was a slut or anything.
It kind of hurt, but he seemed like he really wanted to protect me. He was afraid that some loser
would grab me or something.”
“But then I saw a different side of him. One day, when he was picking me up for our date, he
slowed down, but then all of a sudden he just drove off—he drove right passed me. I was so
confused and thought it was a joke at first but then I pulled out my cell phone and I called him, but
he was so pissed off, calling me a slut and accusing me of just wanting to get guys turned on. So I
just begged him to come back and pick me up and I tried to smooth things over. But when he came
back he was just so pissed off. He got out of the car and he just lost it. He started shaking me and he
kept threatening me that I was gonna get what I deserved if I didn’t stop dressing like a tease. I was
stunned and heartbroken. I couldn’t believe it.”
“The next day I refused to take his phone calls. I couldn’t believe the way he had treated me—I
mean it was awful. But then he texted me and said he was really sorry. He made it up to me by
buying me new clothes, the kind he said that wouldn’t send out the wrong message. It seemed
weird, but I guess I just really needed to believe that he did love me and just wanted me to be safe.”

Pause here and ask the following questions:

1. Did either of the people start dating because they were planning on experiencing abuse?
2. What were some of the first signs of abuse in this relationship?
3. What abusive behaviour did you notice in this couple?
4. What excuses did the person acting abusively use?
5. Do you think the person believed his or her own excuses? If yes or maybe—Does that make the abuse okay?
Resume reading the case study.

“I didn’t want to lose him and I thought he loved me but things got worse . . .”
“I needed help—I needed to get out, but I didn’t want to break up with him. I talked to my aunt
and she told me that even though he could be a real sweetheart he was also hurting me and I had to
decide if that’s something that I wanted in my life.”

__________
* Source: Klinic Community Health Centre. Teen Talk Program. Relation Shifts. DVD and Facilitator’s Guide. Winnipeg, MB: Klinic,
2007. Adapted with permission.
 RM 6–HR: Assertive Communication Tips*

The following tips are meant to highlight how to communicate assertively and effectively in a
relationship.

Be Direct

 Say what you want.

 Say what you mean; don’t hint.
 Look like you mean it (body language).
 Sound like you mean it (voice).

Use “I” Statements

 I feel . . .; I don’t want . . .
 Take responsibility for your wants and feelings.

Be Firm

 Stand up for yourself.

 Keep repeating your message.
 You don’t have to give a reason.
 Stick to your decision.

Be Fair

 Be clear about what you do or do not want.

 Stay calm.
 Don’t attack or put down (e.g., the trouble with you is . . .).
 Give alternatives (e.g., instead of, how about if . . .).

__________
* Source: PPM 1998; rev. Sexuality Education Resource Centre Manitoba, 2008. Adapted with permission.
APPENDICES

Appendix A: Curriculum Map for Grade 11 and

Grade 12 Active Healthy Lifestyles

Appendix B: Grade 12 Active Healthy Lifestyles

Curriculum Matrix

Appendix C: Specific Learning Outcomes for

Grade 12 Active Healthy Lifestyles

Appendix D: Planning Guidelines for Physical

Education/Health Education

Appendix E: Active Learning Strategies

Appendix F: Sample Assessment Tools and Checklists

Appendix G: Common Planning Tools and Forms

 APPENDIX A: CURRICULUM MAP FOR GRADE 11 AND GRADE 12
ACTIVE HEALTHY LIFESTYLES
General 1. Movement 2. Fitness 3. Safety 4. Personal and 5. Healthy Lifestyle
Management Social Management Practices
Learning
Outcomes
(GLOs)
Description The student will The student will The student will The student will The student will
demonstrate competency demonstrate the ability to demonstrate safe and demonstrate the ability to demonstrate the ability to
in selected movement develop and follow a responsible behaviours to develop self-understanding, make informed decisions
skills, and knowledge of personal fitness plan for manage risks and prevent to make health-enhancing for healthy living related to
movement development lifelong physical activity injuries in physical activity decisions, to work personal health practices,
and physical activities with and well-being. participation and in daily cooperatively and fairly active living, healthy
respect to different types living. with others, and to build nutritional practices,
of learning experiences, positive relationships with substance use and abuse,
environments, and others. and human sexuality.
cultures.
Knowledge A. Basic Movement A. FITNESS COMPONENTS A. PHYSICAL ACTIVITY A. PERSONAL A. Personal Health
Strands B. Movement B. FITNESS BENEFITS RISK MANAGEMENT DEVELOPMENT Practices
Development B. Safety of Self and B. SOCIAL DEVELOPMENT B. ACTIVE LIVING
(Acquiring C. FITNESS
C. Activity-Specific DEVELOPMENT Others C. MENTAL-EMOTIONAL C. NUTRITION (12 only)
Knowledge/
Movement DEVELOPMENT D. SUBSTANCE USE AND
Understanding) (11 only) ABUSE PREVENTION
(11 only)
E. HUMAN SEXUALITY
(12 only)
Skill Strands A. Acquisition of A. ACQUISITION/ A. ACQUISITION/ A. ACQUISITION OF A. APPLICATION OF
(Acquiring and Movement Skills APPLICATION OF APPLICATION OF SAFE PERSONAL AND SOCIAL DECISION-MAKING/
B. APPLICATION OF FITNESS MANAGEMENT PRACTICES TO MANAGEMENT SKILLS PROBLEM-SOLVING
Applying Skills) SKILLS TO PHYSICAL PHYSICAL ACTIVITY TO PHYSICAL ACTIVITY SKILLS TO PHYSICAL
MOVEMENT SKILLS TO
SPORT/GAMES ACTIVITY AND and Healthy Lifestyle AND HEALTHY ACTIVITY AND
A p p e n d i x

C. APPLICATION OF HEALTHY LIFESTYLE Practices LIFESTYLE PRACTICES HEALTHY LIFESTYLE

MOVEMENT SKILLS TO PRACTICES PRACTICES
ALTERNATIVE
PURSUITS
D. APPLICATION OF
A

MOVEMENT SKILLS TO
 RHYTHMIC/GYMNASTIC
ACTIVITIES
371

Key: The strands that appear in CAPS are addressed in both grades or only in one grade (as specified).
APPENDIX B: GRADE 12 ACTIVE HEALTHY
LIFESTYLES CURRICULUM MATRIX

The following matrix of the Grade 12 Active Healthy Lifestyles curriculum

 identifies the minimum time allotments for each component of this course:
 Physical Activity Practicum
 Core Component
 Flexible Delivery Component
 notes the suggested time allocation, in percentages, for each module
 lists the specific learning outcomes (SLOs) that students are expected to achieve
 makes general learning outcome (GLO) connections for each module

Grade 12 Active Healthy Lifestyles Curriculum Matrix

Component Module Time in Specific Learning Outcomes GLO
and % Time % Connection*
Allotment
Physical Module A: 50% 12.PA.1 Demonstrate appropriate critical thinking, 1, 2, 3
Activity Physical planning, and decision-making skills in the
Practicum Activity development and implementation of a personal
Practicum physical activity plan that is safe and ethical and
contributes to personal health and fitness goals.
(Minimum
50%) 12.PA.2 Demonstrate understanding of the risk-
management process and responsibilities
related to physical activity participation.
12.PA.3 Demonstrate the ability to access and use
information for making informed decisions
about safety and risk management related to
physical activity participation.
Includes: level of instruction, level of
supervision, facilities/environment, equipment,
clothing/footwear, and personal and other
considerations
12.PA.4 Apply movement skills and concepts in a variety
of selected physical activities that meet the
goals of a personal physical activity plan.
12.PA.5 Participate in physical activities at a moderate to
vigorous intensity level.
12.PA.6 Record and report the frequency, intensity,
time, and type of the physical activities, as
indicated in the personal physical activity plan.
12.PA.7 Reflect on physical and emotional responses to
and influences on physical activity participation.

* GLO 1—Movement; GLO 2—Fitness Management; GLO 3—Safety; GLO 4—Personal and Social Management;
GLO 5—Healthy Lifestyle Practices

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Appendix B  373
 Grade 11 Active Healthy Lifestyles Curriculum Matrix (Continued)
Component Module Time in Specific Learning Outcomes GLO
and % Time % Connection
Allotment
Core Module B: 7% 12.FM.1 Examine the goal-setting process as a means 2, 4
Component Fitness of improving physical fitness and/or health
Management behaviours.
12.FM.2 Identify, implement, and revise personal
(Minimum
goals for healthy lifestyle practices, including
25%)
physical activity participation.
12.FM.3 Examine current trends in health and fitness.
12.FM.4 Demonstrate understanding of fitness myths
and misconceptions and how they are used in
advertising.
12.FM.5 Examine the methods advertisers use to
promote and sell exercise, fitness, and health
products and services.
12.FM.6 Examine influences on the decisions that
fitness consumers make related to fitness
products and services.
12.FM.7 Analyze key factors to be considered when
purchasing fitness products and/or services.
Module C: 8% 12.NU.1 Demonstrate understanding of the difference 5
Nutrition between a portion of food and a Food Guide
Serving.
12.NU.2 Evaluate personal food intake using Eating
Well with Canada’s Food Guide.
12.NU.3 Demonstrate understanding of the
relationship between the energy spent in
physical activity and healthy weight.
12.NU.4 Demonstrate the ability to estimate daily
energy expenditure by analyzing personal
physical activity participation.
12.NU.5 Explain factors that contribute to energy
balance and healthy weight.
12.NU.6 Examine the relationship between maintaining
healthy weight and the consumption of
specific food substances.
Includes: sugar and fat
12.NU.7 Demonstrate strategies for making decisions
about food and activity choices that
contribute to good health and healthy weight.
12.NU.8 Examine the causes and symptoms of food-
borne illness (food poisoning) and
demonstrate understanding of ways to
minimize the risk of food poisoning.
12.NU.9 Demonstrate understanding of food
advertising and marketing strategies and their
impact on food purchases.
12.NU.10 Demonstrate understanding of how food and
nutrition myths and misconceptions can affect
day-to-day physical activity participation and
sport performance and overall health.

Continued

_____________________________________________________________________________
374  Grade 11 Active Healthy Lifestyles
 Grade 11 Active Healthy Lifestyles Curriculum Matrix (Continued)
Component Module Time in Specific Learning Outcomes GLO
and % Time % Connection
Allotment
Core Module D: 5% 12.PS.1 Demonstrate understanding of the 4
Component Personal and characteristics and development of
(Continued) Social effective teams.
Development 12.PS.2 Explore and identify the various roles and
skills of team members in building effective
(Minimum
teams.
25%)
12.PS.3 Examine the characteristics of effective
team leaders and their impact on team
development.
Module E: 5% 12.HR.1 Demonstrate understanding of the 4, 5
Healthy characteristics of healthy and unhealthy
Relationships relationships, and discuss factors that
might influence their development.
12.HR.2 Demonstrate understanding of effective
communication within a relationship and
the potential impact of technology on
communication within a relationship.
12.HR.3 Examine rights and responsibilities of
individuals in relationships, and explore
how respecting these rights and
responsibilities may affect the development
of relationships.
12.HR.4 Apply problem-solving and decision-making
strategies to identify and prevent the
development of abusive relationships
and/or to end unwanted relationships.
12.HR.5 Apply problem-solving and decision-making
strategies to recognize unhealthy
relationships, and identify community
supports and services to assist in the
healthy resolution of relationship issues.
Flexible Extension of Core Component and/or Physical Activity Practicum topics or time that is locally
Delivery determined. Specific learning outcomes are locally developed.
Component

(Up to 25%)

_____________________________________________________________________________
Appendix B  375
APPENDIX C: SPECIFIC LEARNING OUTCOMES
FOR GRADE 12 ACTIVE HEALTHY LIFESTYLES

_________________________________________________________________________________

Physical Activity Practicum Component

Module A: Physical Activity Practicum (PA)

12.PA.1 Demonstrate appropriate critical thinking, planning, and decision-making skills

in the development and implementation of a personal physical activity plan that
is safe and ethical and contributes to personal health and fitness goals.
12.PA.2 Demonstrate understanding of the risk-management process and responsibilities
related to physical activity participation.
12.PA.3 Demonstrate the ability to access and use information for making informed
decisions about safety and risk management related to physical activity
participation.
Includes: level of instruction, level of supervision, facilities/environment,
equipment, clothing/footwear, and personal and other considerations
12.PA.4 Apply movement skills and concepts in a variety of selected physical activities
that meet the goals of a personal physical activity plan.
12.PA.5 Participate in physical activities at a moderate to vigorous intensity level.
12.PA.6 Record and report the frequency, intensity, time, and type of the physical
activities, as indicated in the personal physical activity plan.
12.PA.7 Reflect on physical and emotional responses to and influences on physical
activity participation.
_________________________________________________________________________________

Core Component

Module B: Fitness Management (FM)

12.FM.1 Examine the goal-setting process as a means of improving physical fitness

and/or health behaviours.
12.FM.2 Identify, implement, and revise personal goals for healthy lifestyle practices,
including physical activity participation.
12.FM.3 Examine current trends in health and fitness.
12.FM.4 Demonstrate understanding of fitness myths and misconceptions and how they
are used in advertising.

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A p p e n d i x C  377
 12.FM.5 Examine the methods advertisers use to promote and sell exercise, fitness, and
health products and services.
12.FM.6 Examine influences on the decisions that fitness consumers make related to
fitness products and services.
12.FM.7 Analyze key factors to be considered when purchasing fitness products and/or
services.
______________________________________________________________________________

Module C: Nutrition (NU)

12.NU.1 Demonstrate understanding of the difference between a portion of food and a
Food Guide Serving.
12.NU.2 Evaluate personal food intake using Eating Well with Canada’s Food Guide.
12.NU.3 Demonstrate understanding of the relationship between the energy spent in
physical activity and healthy weight.
12.NU.4 Demonstrate the ability to estimate daily energy expenditure by analyzing
personal physical activity participation.
12.NU.5 Explain factors that contribute to energy balance and healthy weight.
12.NU.6 Examine the relationship between maintaining healthy weight and the
consumption of specific food substances.
Includes: sugar and fat
12.NU.7 Demonstrate strategies for making decisions about food and activity choices that
contribute to good health and healthy weight.
12.NU.8 Examine the causes and symptoms of food-borne illness (food poisoning) and
demonstrate understanding of ways to minimize the risk of food poisoning.
12.NU.9 Demonstrate understanding of food advertising and marketing strategies and
their impact on food purchases.
12.NU.10 Demonstrate understanding of how food and nutrition myths and
misconceptions can affect day-to-day physical activity participation and sport
performance and overall health.
________________________________________________________________________________

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378  Grade 12 Active Healthy Lifestyles
Module D: Personal and Social Development (PS)

12.PS.1 Demonstrate understanding of the characteristics and development of effective teams.

12.PS.2 Explore and identify the various roles and skills of team members in building effective
teams.
12.PS.3 Examine the characteristics of effective team leaders and their impact on team
development.
________________________________________________________________________________

Module E: Healthy Relationships (HR)

12.HR.1 Demonstrate understanding of the characteristics of healthy and unhealthy

relationships, and discuss factors that might influence their development.
12.HR.2 Demonstrate understanding of effective communication within a relationship
and the potential impact of technology on communication within a relationship.
12.HR.3 Examine rights and responsibilities of individuals in relationships, and explore
how respecting these rights and responsibilities may affect the development of
relationships.
12.HR.4 Apply problem-solving and decision-making strategies to identify and prevent
the development of abusive relationships and/or to end unwanted relationships.
12.HR.5 Apply problem-solving and decision-making strategies to recognize unhealthy
relationships, and identify community supports and services to assist in the
healthy resolution of relationship issues.

_____________________________________________________________________________
A p p e n d i x C  379
APPENDIX D: PLANNING GUIDELINES FOR
PHYSICAL EDUCATION/HEALTH EDUCATION

Introduction

The content of this appendix is consistent with the information in Senior 1 and Senior 2
Physical Education/Health Education: A Foundation for Implementation (Manitoba Education,
Citizenship and Youth). The planning guidelines provided here are especially helpful to
those who are new at teaching physical education/health education (PE/HE) and for
teachers who are using a delivery model that has a high percentage of the IN-class
component.

Because teaching situations vary (e.g., in relation to demographics, cultures, resources,

teacher expertise, local priorities), planning is highly individual. This appendix provides
suggestions related to the following:
 Part A: Planning for Instruction
 Part B: Planning for Assessment
 Part C: Additional Planning
Most of the resources cited are available online, as indicated in the Bibliography.

Part A: Planning for Instruction

Creating a Meaningful Learning Environment

The Guiding Principles discussed in the Framework (Overview 6) are intended to assist
teachers and administrators in designing a meaningful learning environment for PE/HE.
Effective PE/HE programming ensures that learning experiences, resources, and assessment
practices
 are appropriate for the age and developmental readiness of students
 take into consideration students’ multiple intelligences and varied learning approaches,
skills, needs, and strengths (for information on differentiating instruction, refer to the
departmental resource Success for All Learners)
 respect and appreciate human diversity, including gender, abilities, and culture (refer to
departmental resources such as the following: A Foundation for Excellence; Integrating
Aboriginal Perspectives into Curricula; Native Studies: Senior Years; Towards Inclusion: From
Challenges to Possibilities: Planning for Behaviour; Towards Inclusion: Tapping Hidden
Strengths: Planning for Students Who Are Alcohol-Affected; Supporting Inclusive Schools: A
Handbook for Developing and Implementing Programming for Students with Autism Spectrum
Disorder)

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A p p e n d i x D  381
  include active and interactive learning opportunities that foster responsibility, inclusion,
community, and citizenship, and that support the development of physical and social-
emotional well-being
 help students understand healthy lifestyle practices and their contribution to the
components of sustainable development: the environment, economy, and health and
well-being (refer to Education for a Sustainable Future)
 support curricular connections and integration (refer to Curricular Connections)
 incorporate the foundation skill areas: literacy and communication, problem solving,
human relations, and technology (refer to A Foundation for Excellence and Technology as a
Foundation Skill Area)
 encourage partnerships with the home and community

Implementation Guidelines for the General Learning Outcomes

The following guidelines for each general learning outcome (GLO) provide additional
suggestions for creating a meaningful learning environment within a PE and/or an
HE setting.

Guidelines for GLO 1—Movement

The student will demonstrate competency in selected movement skills, and knowledge of
movement development and physical activities with respect to different types of learning
experiences, environments, and cultures.

Implementation Guidelines

The following guidelines represent best practices when addressing learning activities
related to GLO 1—Movement:
 Establish rules, routines, and student expectations for physical education related to
safety (physical and emotional), inclusion, and time effectiveness, and communicate
with students and parents/guardians.
 Establish appropriate guidelines with respect to clothing to be worn in physical
education (e.g., consider ease of movement, safety, non-marking soles on running
shoes).
 Establish “start“ and “stop” signals to ensure safety and class control (e.g., hand signal,
sound signal, hand clap, or cue words such as go, freeze, stop, time out).
 Refrain from using exercise as punishment.
 Emphasize positive behaviours in relationships between and among students (e.g., do
not tolerate put-downs, teasing, exclusion).

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382  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Choose activities that promote maximum participation (e.g., do not use elimination-type
games unless another choice of activity is provided and there is a way for the student to
return to the original activity in a short time; reduce long lineups or large relay teams).
 Choose developmentally appropriate and age-appropriate learning activities, taking into
consideration the type and size of equipment and mechanical principles of movement.
For example, soft and light objects (e.g., sponge balls, beach balls) are easy to
manipulate, as well as safer than hard, heavy objects.
 Maximize student–equipment ratio.
 Establish safe and efficient methods for distributing, holding, and gathering equipment.
 Use equitable strategies for group organization (e.g., grouping by shirt colour,
numbering off, eye colour, birthday months).
 Establish rules for “entry activities,” depending on the setting, activity, and supervision,
so that students can be active at the onset of the class, and establish rules for “exit
routines” to ensure orderly dismissal and safe conduct in change rooms, where
applicable.
 Make adjustments when teaching outdoors, considering safety factors related to the sun,
wind, wet/icy surfaces, and noise. Position students so that the sun is not in their eyes
and wind or other distractions are behind them.

Guidelines for GLO 2—Fitness Management

The student will demonstrate the ability to develop and follow a personal fitness plan for
lifelong physical activity and well-being.

Implementation Guidelines

Consider the following guidelines when addressing learning activities related to

GLO 2—Fitness Management:
 Ensure that students are highly active for as many learning outcomes as possible.
Choose activities that promote maximum participation for all students.
 Make assessment an ongoing process to help students understand, improve, and
maintain personal physical fitness.
 Establish personal goals and monitor individual progress rather than comparing results
to others, as in norm-referenced testing.
 Encourage students to understand how the body responds to exercise and how this can
aid in disease prevention.

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A p p e n d i x D  383
  Encourage students to take responsibility for their own personal fitness by providing
them with opportunities to set realistic goals and by continually monitoring their
progress. Physical fitness test results should be used as a tool to monitor individual
progress (and not used for grading purposes).
 Involve parents/guardians/families and communities in promoting active healthy
lifestyles for students by using authentic assessment strategies such as portfolio take-
home tasks, activity logs, and personal fitness programs.
 Ensure that students receive proper instruction and supervision when using heart-rate
monitors, to avoid confusion or frustration.
 Choose a variety of appropriate tests or tasks to measure health-related fitness
components (e.g., running for a specific distance, for a specific length of time, or at a
certain pace for determining cardiorespiratory endurance). When administering fitness-
assessment tasks, the following strategies are appropriate:
 Focus on individual progress rather than on individual performance.
 Involve students in setting challenging and realistic goals.
 Give supportive feedback about progress towards reaching goals.
 Create a humanistic environment, keeping testing as private and confidential as
possible (e.g., avoid announcing or posting fitness scores, provide choice and
alternatives for each of the fitness components where necessary, respecting
individual differences).
 Ensure that students are well prepared and informed prior to the assessment.
 Communicate fitness results or scores as information separate from the report-card
mark.
 Provide students with strategies to improve and maintain fitness.
For more information, refer to Guidelines for Fitness Assessment in Manitoba Schools (Manitoba
Education, Citizenship and Youth).

Guidelines for GLO 3—Safety

The student will demonstrate safe and responsible behaviours to manage risks and prevent
injuries in physical activity participation and in daily living.

Implementation Guidelines

The following guidelines represent best practices when implementing learning activities
related to safety.

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384  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Strand A: Physical Activity Risk Management

 Use the criteria established by the Supreme Court of Canada to determine the necessary
and appropriate standard of care within the context of physical education. (See
discussion of Safety and Liability in the Framework Overview section of this document.
For criteria related to school-based activities and non-school-based activities, refer to
OUT-of-Class Safety Handbook, Manitoba Education, Citizenship and Youth.)
 For information related to school-based activities pertaining to supervision, teaching
progressions, facilities/environment, equipment, and risk management, refer to Safety
Guidelines for Physical Activity in Manitoba Schools (MPETA, et al.) and to YouthSafe
Manitoba: School Field Trip Resource (Hanna, Quest Research and Consulting Inc., and
YouthSafe Outdoors).
 For information related to non-school-based activities pertaining to supervision,
teaching progressions, facilities/environment, equipment, and risk management, refer
to OUT-of-Class Safety Handbook (Manitoba Education, Citizenship and Youth).
 Establish safety routines early in the year and reinforce them throughout the year (e.g.,
entering/exiting from the gymnasium, using change rooms, getting/holding/putting
away equipment, storing valuables such as jewellery, taking washroom and water
breaks).
 Establish safe playing rules related to indoor and outdoor facilities (e.g., remove any
objects or furniture with sharp edges in the gymnasium that a student could run into,
ensure adequate spacing between groups) and equipment (e.g., do not retrieve
equipment that is not in a safe area, such as off the school grounds or in another
student’s playing space, especially in activities using racquets or other striking
implements).
 Establish safety rules for distributing equipment and organizing circuits/station
activities (e.g., stagger starting points, have students move through the circuit in an
orderly fashion, provide enough stations to keep everyone active, have students put
back equipment after use).
 Keep informed of current safety and student medical information (e.g., contraindicated
exercises, equipment and its use, allergies).
 Analyze the inherent level of risk related to each physical activity, based on factors such
as skill level, previous experience, teacher expertise, weather conditions, available
facilities, and available equipment.
 When supervising, establish a position (e.g., keep the back to the wall) that keeps
students in the line of vision as much as possible.

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A p p e n d i x D  385
 Strand B: Safety of Self and Others

 Establish a safety code of conduct for the class and/or school to reinforce safe
behaviours (e.g., walk in the hallways, demonstrate fair play in lunch-hour/intramural
activities, get/stay away from bullying situations).
 Follow current school/division guidelines regarding factors such as depth and breadth
of content, parental communication, and learning resources for implementing the
student learning outcomes related to personal safety.
 Provide parents with information regarding learning activities related to safety
education, where possible.
 Reinforce safety rules for protection at home (e.g., keep exterior doors locked) and for
protection away from home (e.g., make sure someone always knows where you are).
 Reinforce rules for protection from sexual exploitation (e.g., what to do when
encountering a sex-related Internet site).

Guidelines for GLO 4—Personal and Social Management

The student will demonstrate the ability to develop self-understanding, to make health-
enhancing decisions, to work cooperatively and fairly with others, and to build positive
relationships with others.

Implementation Guidelines

The following guidelines represent best practices when implementing learning, teaching,
and assessment strategies related to GLO 4—Personal and Social Management:
 Choose a decision-making/problem-solving process and encourage students to use and
practise the steps in daily situations.
 Make curricular connections with other subject areas (e.g., English language arts, social
studies) where applicable.
 Change groups, squads, teams, and partner combinations regularly to promote inclusion
and interpersonal skill development.
 Choose appropriate games and activities that promote sharing, cooperation, team
building, and competing graciously.
 De-emphasize winning and losing in games and promote fair play.
 Be sensitive to family configurations, accidents or deaths involving family members, and
home environments when addressing topics such as loss and grief, body image, body
weight, and self-esteem.

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386  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Guidelines for GLO 5—Healthy Lifestyle Practices

The student will demonstrate the ability to make informed decisions for healthy living related
to personal health practices, active living, healthy nutritional practices, substance use and
abuse, and human sexuality.

Implementation Guidelines

The following guidelines represent best practices when addressing learning activities
related to GLO 5—Healthy Lifestyle Practices:
 Use Eating Well with Canada’s Food Guide (Health Canada); however, this is not intended
to suggest that it is the only guide that may be used, or to undermine nutrition guides or
approaches used in other cultures or in specialized diets.
 Check with administrator on local policy for delivering potentially sensitive content
related to personal safety/sexual exploitation, substance use and abuse prevention, and
human sexuality, and provide a parental option prior to implementation where
necessary.
 Be sensitive to family configurations, gender identification issues, religious and moral
beliefs, illnesses or deaths of family members/friends, and family living conditions.
 Provide parents with information regarding the learning activities where applicable.
 Be sensitive to body size, weight, restricted or specialized diets, and availability of or
access to healthy foods when addressing healthy eating and body image.
 Follow current school/division guidelines regarding factors such as depth and breadth
of content, parental communication, and learning resources for addressing the student
learning outcomes related to personal safety, substance use and abuse prevention, and
human sexuality.
 Present sexual health information in positive, accurate, and developmentally
appropriate ways.

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A p p e n d i x D  387
 Planning for Students with Exceptional Learning Needs

Manitoba Education, Citizenship and Youth is committed to fostering inclusion for all
people. Inclusion is a way of thinking and acting that allows every individual to feel
accepted, valued, and safe. An inclusive community consciously evolves to meet the
changing needs of its members. Through recognition and support, an inclusive community
provides meaningful involvement and equal access to the benefits of citizenship.

PE/HE programming can contribute to the development of responsibility, citizenship,

community, and personal fitness through physical activity participation. All students,
including those with exceptional learning needs, have opportunities to develop the
knowledge, skills, and attitudes required for physically active and healthy lifestyles.

Inclusive PE/HE recognizes the inherent value of each student, the right to take risks and to
make mistakes, the need for independence and self-determination, and the right of choice.
Inclusive PE/HE programming
 includes all students
 uses the provincial PE/HE curriculum as a base
 respects the learning needs and interests of individual students
 keeps students moving as much as possible, as sitting can result in behaviour problems
 involves planning and collaboration with others
 provides a range of learning and assessment experiences and supports
 requires planning for the availability of equipment needed for various activities and
students
 considers the continuum of instructional supports for students with an individual
education plan (IEP)
 personalizes learning activities as necessary
 sets realistic, yet challenging expectations
 makes rules simple and consequences immediate
 provides assistance only to the degree required
 respects and fosters a degree of risk and availability of choices, keeping in mind that
students are often unwilling to take risks

For blank planning tools, refer to Appendix G: Common Planning Tools and Forms.

For additional information on planning for inclusion, refer to Appendix C: Programming for
Students with Special Needs in Senior 1 and Senior 2 Physical Education/Health Education: A
Foundation for Implementation (Manitoba Education, Citizenship and Youth).

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388  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Fostering a Safe and Supportive Learning Environment for Potentially
Sensitive Content
In teaching potentially sensitive content, it is essential to foster a safe and supportive
learning environment that is inclusive, challenging, caring, engaging, and interactive,
enabling students to feel comfortable sharing ideas and opinions and participating in
activities and discussions if they choose to do so. Establishing ground rules or classroom
guidelines helps provide a safe and supportive environment and helps prevent
uncomfortable or embarrassing situations for the teacher and/or students.

To make informed choices, students need current and accurate information and a wide
range of learning resources. Not only do students need to access the information, but they
also need to learn how to interpret and make responsible decisions about the
appropriateness of this information. By learning how to evaluate multiple perspectives,
form their own opinions, and clarify their individual values, students develop life skills that
facilitate independence and respect for self and others.

Due to the sensitive content discussed in class, it is possible that students may disclose
personal information. It is suggested that teachers acknowledge what a student says and
then speak to the student individually in a confidential setting. Common indicators of abuse
and neglect are outlined in Senior 1 and Senior 2 Physical Education/Health Education: A
Foundation for Implementation (Overview–24). Teachers should be aware of their local policy
regarding child abuse and protection.

Suggested Guidelines

Based on Human Sexuality: A Resource for Senior 1 and Senior 2 Physical Education/Health
Education (Manitoba Education, Citizenship and Youth 5), suggested guidelines for fostering
a safe and supportive learning environment include the following:
 Provide a physical space that helps
students feel comfortable and safe, and SUGGESTED GROUND RULES
arrange seating to facilitate discussion.  Everyone has the right to “pass” on
activities/questions that feel
 Organize classes for girls and boys uncomfortable.
separately or together. It is important,
 It is all right to feel embarrassed or not
however, that girls and boys receive to know answers to everything.
information about both genders.  Everyone’s opinion is to be respected.
 Ensure that resource information and help  All questions will be addressed
are made available or easily accessible to appropriately.
students, taking into account the need for  Be discreet about class discussions
(i.e., no gossiping).
confidentiality and/or anonymity.
 Using personal names or asking personal
 Help avoid difficult situations by having questions is not permitted.
the class develop and post ground rules  Speak for yourself. Use “I messages” to
and reviewing them before each lesson state opinions or feelings.
begins (see Suggested Ground Rules).  Respect each others’ differences.

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A p p e n d i x D  389
  Respect confidentiality, except where it is required by law to disclose information (e.g.,
child abuse, protection issues, sexual abuse, dangerous situations).
 Be prepared for varied responses from adolescent students in reaction to sexual material
(e.g., interest level, sarcasm, uncontrollable giggling, embarrassment, shyness, bragging,
making fun of others).
 Be aware of the attitudes and behaviours characteristic of adolescent students (e.g.,
interest in erotica, sexual innuendo, flirting, sexually explicit conversations, sexual jokes,
affectionate and intimate interaction).
 Consult with parents, counsellors, and/or other professionals on staff if students display
“warning behaviours” (e.g., sexual preoccupation/anxiety, interest in pornography,
sexual aggression/obscenities, sexual graffiti, embarrassment of others with sexual
gestures/references, violation of others’ body space, single occurrence of peeping or
exposing with peers).
 Show an understanding for students who come from varied backgrounds (cultural,
religious, moral) and sexual experiences (e.g., dealing with sexually transmitted
infections [STIs], victims or offenders of sexual acts, teenage parents).

Teaching Tips

Consider the following teaching tips when addressing sexual health topics in the classroom.
 Check with administration for school and division policy and procedures prior to
implementation.
 Seek out school/division-supported teacher training and/or mentor, as required.
 Arrange to team teach (male and female team, if possible) to enhance personal and
student comfort.
 Invite qualified members in the community (e.g., public health nurse, doctor,
community health leader, religious leader) to support instruction (with administrative
approval).
 Discuss with students the importance of learning about sexual reproductive health.
 Admit to feeling awkward about teaching sexual health topics, if applicable, to increase
personal and student comfort.
 Be willing to look for information to address topics or questions that students raise.
 Know where and when to send students for help.
 When introducing a topic or lesson, determine what students know and want to know.
 Establish ground rules in the first lesson and reinforce them regularly to ensure a safe
and respectful class atmosphere.

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390  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Reinforce in lessons the universal values, including honesty and respect for the rights
and feelings of others.
 Do not allow students to make fun of or to put down each other’s opinions.
 Present information in an unbiased, non-judgmental way, and focus on helping students
develop the knowledge, skills, and attitudes that will empower them to make health-
enhancing decisions.
 Talk about topics and answer questions using factual statements rather than value
statements.
Examples of Value Statements
 Too many young people are having sex.
 It’s wrong for people to be gay or lesbian.
Examples of Factual Statements
 Some young people are having sex.
 Some people are gay or lesbian.
 Remind students that value-based questions are personal and influenced by our
families, friends, school, the media, culture, and religion, and encourage students to
discuss these types of questions with their parents.
 Encourage students to support their points of view, based on their values and beliefs.
Remind students, however, that behaviours must be consistent with the laws of the
land.
 Refer to Canadian laws if debates on controversial or emotional topics occur. In debates
about human rights, remind students that it is illegal to discriminate on the basis of
gender, culture, religion, sexual orientation, and so on.
 Use exact terms and definitions (not slang) when talking about sexual health topics.
 Use gender-neutral language such as “partner” instead of “boyfriend” or “girlfriend.”
 Use “icebreakers” and humour to help students feel more comfortable.
 Be sensitive to non-verbal communication.
 Play “devil’s advocate,” if necessary, to ensure the expression of a range of views.
 Use age-appropriate case scenarios rather than personal or specific class examples
during class discussion of difficult topics.
 Encourage students to ask questions and to use the Question Box strategy (see Human
Sexuality: A Resource for Senior 1 and Senior 2 Physical Education/Health Education 7).

________
Reference
Planned Parenthood Federation of Canada. Beyond the Basics: A Sourcebook on Sexual and Reproductive Health Education.
Ottawa, ON: Planned Parenthood Federation of Canada, 2001. 19–26.

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A p p e n d i x D  391
 Yearly/Semester Planning

Before developing a yearly plan for Grades 11 and 12,

decisions regarding the type of delivery model (i.e., NOTE
percentage of IN-class and OUT-of-class time) to be used by
These suggestions for
the school must be determined. These decisions will yearly/semester planning
determine the organization, pace, and focus of curriculum were written for an IN-class
instruction. From here, preparation involves long-term delivery model. Some of the
planning (yearly/semester), which includes assessment and information may not apply to
the OUT-of-class delivery
reporting procedures, and short-term planning (unit,
model.
lesson).

A yearly/semester plan outlines the learning activities through which a student can achieve
the general and specific learning outcomes. Yearly/semester planning provides direction
and learning targets; however, it also needs to be flexible, allowing for adjustments in
response to student learning requirements and/or other curricular demands. The learning
activities can be organized in a variety of ways (e.g., by general learning outcomes,
modules, physical activity categories, game themes) to ensure that all student learning
outcomes are addressed within the year/semester.

In developing a yearly/semester plan, consider the following suggestions:

 Determine the number of classes for each group of students for the year/semester for PE
and/or HE based on days per cycle, week, month, and/or term, considering the number
of days for holidays, in-service sessions, or other commitments.
 Determine available resources (e.g., equipment, facilities in the school and community,
teacher expertise, books, software, student materials, visual aids).
 Establish time blocks (number of classes) and schedule units/modules/themes for
achieving the student learning outcomes for each grade with respect to reporting
periods.
 Choose an organizer to ensure that all learning outcomes are addressed within the
year/semester. (For samples of yearly planning tools, refer to Planning Tools for
Kindergarten to Grade 10 at the following website:
<www.edu.gov.mb.ca/k12/cur/physhlth/planning.html>).

Evaluation and reporting procedures are determined locally and are an important aspect of
overall and yearly/semester planning. Plans include information about reporting periods,
expectations, performance criteria, and a grading system or code that shows student
progress and achievement in PE/HE.

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 In developing an evaluation/reporting plan for PE/HE, take into account the following
considerations:
 Obtain information related to when reporting to parents occurs and what grading
system or code the school uses.
 Develop personal timelines for preparing report-card information.
 Establish with other staff how PE/HE should be reported (e.g., procedures for sharing
information where more than one teacher delivers and assesses the curriculum).
 Determine how this information will be communicated to students and parents on an
ongoing basis.
 Determine components of the reporting system (e.g., knowledge, skills, and attitudes for
each of the general learning outcomes).

Unit Planning

A unit plan combines various learning/teaching strategies to address one or more general
or specific learning outcomes, strands, sub-strands, skills, themes, topics, or physical activity
categories. A well-planned unit shows evidence of an integrated approach and curricular
connections.

Consider the following suggestions for unit planning:

 Develop a plan with the end in mind (i.e., “How will we know whether the student has
achieved the desired results?” “What evidence would clearly show that the student
knows and is able to do what is required?”).
 Examine specific learning outcomes for each grade and choose groups of learning
outcomes that connect and can be assessed in one or two culminating activities or
performance tasks.
 Determine the overarching “essential questions” that capture the essence of what
students will learn based on clusters of learning outcomes.
 Identify corresponding performance criteria, learning/teaching strategies, and helpful
learning resources that support an integrated and comprehensive programming
approach.
 Choose learning/teaching strategies that are developmentally appropriate and promote
active and interactive learning.
 Keep programming balanced by choosing a variety of learning activities (see Physical
Activity Categories in Appendix G: Common Planning Tools and Forms) and a variety
of strategies for differentiating instruction.
 Identify ways to integrate with other subject areas and make curricular connections
where possible.

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A p p e n d i x D  393
 Lesson Planning

In planning individual lessons, consider the following suggestions:

 Identify general and specific learning outcome(s) to be addressed.

 Identify student learning requirements.
 Choose learning/teaching strategies that require students to activate, acquire, and apply
knowledge, skills, and attitudes.
 Assess the space/facility and equipment required for the lesson and check in advance
for safety factors and adequate supplies.
 Plan class organization and formation changes so that transitions do not waste time.
 Establish key words or cues that contribute to the development of student
understanding.
 Identify ways to make curricular connections across the general learning outcomes and
with other subject areas.
 Identify assessment strategies and tools that will be used to determine the rate and
extent of learning for each student.
 Include challenges, modifications, adaptations, or accommodations for students with
exceptional learning needs, talents, or skills, based on student profiles as determined by
the team.

A sample Grades 11 and 12 Lesson Planner template is available in Appendix G: Common

Planning Tools and Forms. Also refer to the online Planning Tools for Kindergarten to
Grade 10 at <www.edu.gov.mb.ca/k12/cur/physhlth/planning.html>.

Part B: Planning for Assessment

Assessment involves collecting information or data on student performance in relation to

the learning outcomes to assist with future planning and communicating student progress
and achievement. Teachers are encouraged to involve students in the process and ensure
that they are familiar with the performance expectations and assessment criteria.

The following planning steps for designing or planning assessment strategies are outlined in
the Framework (see Appendix A: Assessment, Evaluation, and Reporting, 196):
 Identify what the student should know, be able to do, and value (i.e., choose a specific
learning outcome or a cluster of outcomes and/or attitude indicators to be assessed).
 Identify the expected performance or product and its elements (i.e., What are its key
characteristics?).

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394  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
  Identify the criteria/performance descriptors that will help determine how well the
student has achieved the specific learning outcome(s) (i.e., How will you know the
student has achieved the outcome?).
 Select an assessment method or tool for collecting information related to the specific
learning outcome(s) (e.g., performance assessment task, authentic assessment, anecdotal
records, checklists, rating scales, rubrics).
 Select a learning experience best suited to observe and measure achievement (e.g., game,
learning log, portfolio, research project).
 Decide who will assess the performance (e.g., teacher, peer, student, others).
 Decide on implementation strategies, considering relevant factors (i.e., the time the
learning activities take, class organization, documentation method).
 Decide how this information will be used (i.e., formative, summative, diagnostic) and
who the target audience will be (e.g., student, teacher, parent, administrator, general
public).

For additional information related to Grade 12 assessment and reporting, see Overview of
Grade 12 Active Healthy Lifestyles, as well as Appendix F: Sample Assessment Tools and
Checklists. Also see Communicating Student Learning: Guidelines for Schools (Manitoba
Education, Citizenship and Youth).

Part C: Additional Planning

The following are further suggestions for consideration in planning the implementation of
PE and/or HE (Tenoschok 32):
 Develop an Emergency Plan for situations such as a fire or an unexpected
illness/accident involving self or others. Include information such as location of fire
exits, class lists, class leaders’ names, safety rules, class organization and management
routines, and lesson plans for a substitute for unexpected absence due to illness or an
emergency.
 Establish a Medical Procedure Plan that includes a process for obtaining student medical
information (e.g., a student’s individual health care plan) on an ongoing basis;
procedures and alternative strategies for students who need to be excused from
participating due to illness or injury; medical procedures to be used in case of an injury
or accident.
 Develop Alternative Lesson Plans in situations when the weather may prevent the class
from going outdoors or when the gymnasium is used for another event.

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A p p e n d i x D  395
  Develop with school staff an Individual Education Plan for students with exceptional
learning needs and make modifications, adaptations, and accommodations where
necessary. (See Planning for Students with Exceptional Learning Needs earlier in this
appendix. Also see Appendix C: Programming for Students with Special Needs in
Senior 1 and Senior 2 Physical Education/Health Education.)
 Establish a Safety Check Plan for checking the facilities and equipment and determine
procedures for making maintenance requests. Refer to Safety Guidelines for Physical
Activity in Manitoba Schools (MPETA, et al.).
 Establish an Inventory Checklist along with a Purchasing Plan for ordering equipment and
supplies related to budgeting, prioritizing equipment needs and wants, and filling out
purchase orders.
 Establish a Storage Plan for proper storage, care, and use of equipment, including
signage where needed for outdoor users.
 Establish a Code of Conduct to promote safety in active play spaces at the school,
including outdoor alternative teaching spaces.
 Develop with school staff a Special Events Plan for events (e.g., intramural activities or
clubs, Olympic days, “Gym Blasts”) that could be conducted during the year.
 Develop a Checklist for OUT-of-School Activities in accordance with school/division
policies. Refer to YouthSafe Manitoba (Hanna, Quest Research and Consulting Inc., and
YouthSafe Outdoors).
 Outline Responsibilities of Substitutes, in accordance with school/division policies.
 Determine ways to support physically active and healthy lifestyles for all students
through a School Health Promotion Plan that promotes family and community
involvement and provides health instruction, support services, and a safe environment.

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APPENDIX E: ACTIVE LEARNING STRATEGIES

This appendix describes a variety of active learning strategies that may be used to
implement the instructional and assessment strategies suggested in this document:
 Carousel Brainstorming
 Find the Facts
 Jigsaw: A Cooperative Learning Strategy
 Opinion Corners and Opinion Lines
 Partner Paraphrasing
 People Search
 Rotating Reel
 Scavenger Hunt
 Talk Show
 Think and Link
 Think-Pair-Share
 What’s Behind You?

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A p p e n d i x E  397
 Carousel Brainstorming

Carousel Brainstorming activates students’ prior knowledge of a topic (or topics) through
movement and conversation, which provides scaffolding for learning new information and
ideas. Students move and rotate around the classroom in small groups, stopping at various
stations for a designated length of time. Students can move in different ways (e.g., walk,
run, hop, shuffle-step) and for various time allotments (set amount of time or number of
laps). At each station, students generate ideas on different topics or different aspects of a
single topic through conversation with peers. Ideas are posted at each station for all groups
to read.

Procedure

1. Introduce the topic.

2. Divide the class into small groups.
3. At various locations around the room, place markers and blank posters/sheets, each
identified with a category of the topic. (The number of posters/sheets should
correspond with the number of groups.)
4. Each group starts at one of the posters and writes down any ideas team members have
about a given topic.
5. On a given signal, students move around the room in a predetermined direction to the
next poster and write down their ideas.
6. Students continue this process until they have visited all posters.

Find the Facts

Find the Facts allows students to demonstrate their knowledge in an active way by moving
around the room or area searching for the facts that have been posted.

Procedure

1. The teacher or students make up questions and prepare answers or facts for each
question.
2. Put the list of questions on one master sheet. Put each answer or fact on a separate sheet
for posting around the room or area. Teachers may wish to use plastic protective sleeves
to prevent the signs from tearing.
3. Students work individually, in pairs, or in teams to find the posted answer or fact to
match each question on the master sheet.
4. Students correct their own work upon completion of this learning strategy.

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 Jigsaw: A Cooperative Learning Strategy

Jigsaw (Aronson et al.) is a cooperative learning strategy that enables students to become
experts on part of a topic (determined by the teacher), which they share within their group.

Procedure

1. Arrange students in small home groups, with a minimum of three in each group.
Provide students with a specific topic or task (e.g., discuss how movement skill patterns
transfer from one activity to another).
2. Home group: Each student within a group selects and explores a different component of
the specified topic or task. (Ensure that the same sub-topics are selected in each group.)
3. Expert group: After completing the assigned task, each team member joins students
from other teams who have chosen the same sub-topic, forming an expert group.
Students share their information, synthesize group discussions, and expand on ideas.
4. Home group: Students return to their original home groups and share their “expertise”
with each other.

A graphic representation of the Jigsaw strategy follows.

___________________________________________________________________________

Home Groups

Expert Groups

Home Groups

___________________________________________________________________________

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A p p e n d i x E  399
 Opinion Corners

The Opinion Corners strategy helps students to recall information and to express opinions.
It involves movement, decision making, responsible social behaviours, and use of
communication skills and styles in a safe environment. Students respond to questions by
moving to a designated area.

Procedure

1. Have students stand in the centre of the room or sit at their desks.
2. Make four signs, each indicating a response (e.g., “Strongly Agree,” “Agree,”
“Disagree,” and “Strongly Disagree”).
3. Post one sign in each corner of the room.
4. Ask questions to which the students can agree or disagree.
5. Students move to the appropriate corner to match their response.

Variation: Opinion Lines (see below)

Opinion Lines

The Opinion Lines strategy is a variation of the Opinion Corners strategy.

Procedure

1. Have students line up in the centre of the teaching space (e.g., classroom, gym,
blacktop).
2. Have one side of the area represent “Agree,” another side “Disagree,” and a third side
“Neutral” or “Unsure.”
3. Ask questions to which students can agree, disagree, or remain neutral about or unsure
of. Students move to the area that represents their opinion, at which time they may be
asked to justify their opinion/answer to the class.
4. Students return to centre line after every response.

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 Partner Paraphrasing

Partner Paraphrasing is a strategy that helps students increase accuracy in note-taking.

Procedure

1. Have students take notes during a lecture segment (15 to 20 minutes).

2. Following the segment, organize students into pairs and have the partners work
together to combine and refine notes to clarify major and minor points.

People Search

People Search involves movement, conversation, and questioning, and activates prior
knowledge of a topic. Students find other students who can answer statements on a grid
(e.g., Bingo card, questionnaire, chart). The teacher confirms the required responses.

Procedure (for a Bingo Card)

1. Make a list of 25 statements.

Example:
Find someone who . . .
 eats a minimum of two servings of dairy products daily
 belongs to a “fitness club”/team
 ate a minimum of five servings of fruit/vegetables yesterday
 exercised for a minimum of one hour yesterday
2. Place each statement on one square of a five-by-five-square grid.
3. Provide each student with a grid/card.
4. Students obtain the signatures of other students who can answer the statements on
the grid.
5. Play until someone fills one row, forms the letter T or X, or completes the entire grid
with signatures.

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A p p e n d i x E  401
 Rotating Reel

Rotating Reel helps students to recall information and discuss it in small- and large-group
settings. This strategy involves movement, communication, discussion, and responsible
social behaviours. Questions are posed and small-group members rotate in a circular
fashion, sharing their answers with the new group.

Procedure

1. Have students form groups of three, and assign each person a number (e.g., 1, 2, 3).
2. Have students in each small group distribute themselves
evenly on a large circle. X X X X
3. Ask the class a question and have each group discuss it to X X
determine a small-group answer.
4. Choose a number and ask the person with that number to X X X X
move in a specific direction (e.g., clockwise, counter-
X X
clockwise, skip a group) to the next group.
5. The moving person shares the answer with the new group, X X X X
thereby generating discussion. X X
6. Students present the answer to the large group.
7. Clarify the answer to ensure that all groups have the correct response.
8. Continue the sequence of asking and answering a question, selecting a number to
identify the “messenger” who should move in a specified direction to the next group,
and sharing the answer.

Scavenger Hunt
A Scavenger Hunt activates students’ prior knowledge of a topic (or topics) through
movement, critical thinking, problem solving, and conversation (if done in pairs or groups).
Students move around to find objects, cards, symbols, and colours, and sort them into
categories.

Procedure

1. Make cards containing the information related to a given topic (e.g., food groups, safety
symbols, rules of a specific game such as badminton).
2. Spread cards around a designated area indoors or outdoors (e.g., turned over, placed
under pylons, posted on a wall).
3. Prepare a recording sheet for students.
4. Have students walk/run to find the cards and record the card information on the sheet.
5. Upon completion, check students’ results. Alternatively, have students check their own
results.

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 Talk Show

This learning strategy provides an opportunity for students to ask questions and to make
comments in an enjoyable and entertaining manner. This game is more effective when the
instructional content is conversational or opinion oriented (e.g., laws about drinking and
driving, banning junk food).

Procedure

1. Have students work in groups of three or four, with one person taking the role of the
talk show host and the others assuming the role of guests.
2. Ask students to choose a topic, prepare interview questions, and prepare a list of key
points or responses that should be shared as part of the interview.
3. Students plan how they will present their talk show and the order in which the guests
will speak. The format for the talk show may involve a panel, or it may involve having
students being interviewed individually, similar to the format of popular talk shows on
television.
4. Provide an opportunity for the audience to ask questions following the show or
presentation.

Think and Link

The purpose of Think and Link is to engage students in using or applying the information
they already know by sorting or linking the information based on particular criteria (e.g., by
category, by definition).

Procedure

1. Provide students with information to sort. Different formats could be used (e.g., lists,
cards, sticky notes).
2. Working individually or in groups, students think about each item on the list or card
and make the required link.
3. Students discuss their reasons for their decisions.

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A p p e n d i x E  403
 Think-Pair-Share

The Think-Pair-Share strategy (McTighe and Lyman) engages students to think about a
topic or question individually, and then share information first with another person
(working in pairs) and then with the class. The questions can be used to check students’
prior knowledge, brainstorm ideas, summarize information, or work together to create a
better answer.

Procedure

1. Provide students with a topic or question. Have students, working individually, think
about what they know or want to say about the topic or question for a set period of time
(e.g., two to three minutes). Teachers may decide to have students record or not record
their thoughts before sharing information with a partner.
2. Organize students in pairs. Encourage students to pair up with different students by
using different strategies such as the following:
 Find a partner who has a birthday in the same month as you.
 Choose someone whose telephone number ends with an even (or odd) number.
 Choose a person sitting beside (or behind, in front of) you.
3. Randomly choose pairs of students to share their comments or answers with the class.

What’s Behind You?

What’s Behind You? helps students recall or activate prior knowledge of a topic (or topics)
through conversation, clarification, and encouragement. Students work in pairs, taking
turns asking each other questions and assessing each other’s answers. Teachers can provide
the questions or students may generate their own.

Procedure

1. Place a poster/sign on the wall or display it on an overhead screen.

2. Have pairs of students stand facing each other, with one student having his or her back
turned to the poster/screen.
3. Have students take turns asking each other questions based on the information on the
poster/screen. The person facing the poster/screen asks the questions, while the other
person answers the questions without turning around to look.
4. Students switch roles after each question/answer.

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APPENDIX F: SAMPLE ASSESSMENT TOOLS
AND CHECKLISTS

This appendix provides information and resources for planning assessment of the Grades 11
and 12 Physical Education/Health Education curricula. The following assessment tools and
checklists are included:
 Sample Checklist for Assessment of Final Complete/Incomplete Designation
 Sample Tracking Form for Module Completion
 Sample Fitness Portfolio Reflection Sheet
 Sample Portfolio Rubric
 Sample Physical Activity Practicum: Student-Teacher Conference Report
 Assessment Tool Kit
 Seven Intelligences—Seven Ways to Be Smart

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A p p e n d i x F  405
 Sample Checklist for Assessment of Final
Complete/Incomplete Designation

Student Name Class Date

Use an “x” to indicate that the student has met expectations (complete). Samples have been provided
for Module A. To add other assessment tasks, tab and enter content. Fields are limited to
approximately 14 characters.
Module A: Module B: Module C: Module D: Module E:
Physical Activity Fitness Nutrition Personal and Healthy
Practicum Management Social Relationships
Development
GLO 1—Movement GLO 2—Fitness GLO 5—Healthy GLO 4—Personal and GLO 4—Personal and
GLO 2—Fitness Management Lifestyle Practices Social Management Social Management
Management GLO4—Personal and GLO 5—Healthy
GLO 3—Safety Social Management Lifestyle Practices

Physical Activity
Plan

Safety and Risk-

Management
Plan

Parent and
Student
Declaration
Forms
Physical Activity
Log and
Reflections

Student–
Teacher
Conferences

55 Hours of
Moderate to
Vigorous
Physical Activity
Achieved Achieved Student Achieved Achieved Achieved
Student Learning Student Student Student
Learning Outcomes Learning Learning Learning
Outcomes Outcomes Outcomes Outcomes
Final Assessment: Complete Incomplete

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 Sample Tracking Form for Module Completion

Teacher Name Class Date

Key: “x” Met Expectations (Complete) – Needs Improvement (Incomplete)

Tab to enter information. (Student name fields are limited to approximately 10 characters.)
Assessment Tasks

Vigorous Physical Activity

Physical Activity Log and

55 Hours of Moderate to

Final Assessment
Physical Activity Plan

Parent and Student

Declaration Forms
Management Plan

Student–Teacher
Student Name
Safety and Risk-

Conferences
Reflections

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.

_____________________________________________________________________________
A p p e n d i x F  407
 Sample Tracking Form for Module Completion (Continued)

Teacher Name Class Date

Key: “x” Met Expectations (Complete) – Needs Improvement (Incomplete)

Tab to enter information.
Assessment Tasks

Vigorous Physical Activity

Physical Activity Log and

55 Hours of Moderate to

Final Assessment
Physical Activity Plan

Parent and Student

Declaration Forms
Management Plan

Student–Teacher
Student Name
Safety and Risk-

Conferences
Reflections

19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

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 Sample Fitness Portfolio Reflection Sheet

Name Class Date

Reflection No.

What behaviours/influences are helping/preventing me from achieving my fitness goals?

START STOP CONTINUE

1. What do I need to start doing (or revise) to help me reach my fitness goals? Why?

2. What do I need to stop doing that is preventing me from reaching my fitness goals?
Why?

3. What do I need to continue doing to help me reach my fitness goals? Why?

4. This week I am very proud of . . .

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A p p e n d i x F  409
 Sample Portfolio Rubric

Student Name Class

Use an “x” to indicate rating.

4 3 2 1
Contents Portfolio contains Portfolio contains Portfolio contains Portfolio contains
all the required most of the some of the little of the
material. required material. required material. required material.
Evidence of Samples show Samples show Samples show Samples are not
Learning— student progress student progress some student connected to
and knowledge of and some progress and student progress.
Sample active healthy knowledge of some knowledge No knowledge of
Selection lifestyle practices. active healthy of active healthy active healthy
lifestyle practices. lifestyle practices. lifestyle practices
is displayed.
Organization Portfolio is Portfolio is well Portfolio is fairly Portfolio shows
completely and organized. A well organized. A some attempt at
neatly organized. reader has little reader may have organization. A
A reader can difficulty finding a little difficulty reader has
easily find things. things. finding things. difficulty finding
things.
Mechanics There are no There are few Errors in spelling, Errors in spelling,
errors in spelling, errors in spelling, punctuation, or punctuation, or
punctuation, or punctuation, or grammar are grammar are
grammar. All grammar. Most evident. Some numerous. No
samples are neat. samples are neat. samples are neat. samples are neat.
Meaningful All reflections Most of the Some of the Few of the
Personal include personal reflections include reflections include reflections include
reactions that are personal reactions personal reactions personal reactions
Reflections descriptive and that are that are that are
insightful and descriptive and descriptive and descriptive and
relate to the insightful and insightful and insightful and
stated principle. relate to the relate to the relate to the
stated principle. stated principle. stated principle.
Portfolio Student spoke Student spoke Student spoke Student spoke
Presentation clearly, made relatively clearly, relatively clearly unclearly, seldom
appropriate eye made appropriate most of the time, made appropriate
contact* with eye contact* with made eye eye contact* with
audience, and audience, and contact* with audience, and had
confidently answered audience, and difficulty
answered questions. was able to answering
questions. answer some questions.
questions.
Overall The portfolio The portfolio The portfolio does The portfolio does
Portfolio clearly helps to little to not demonstrate
demonstrates the demonstrate the demonstrate the the student’s
Impact student’s student’s student’s knowledge and
knowledge and knowledge and knowledge and skills regarding
skills regarding skills regarding skills regarding active healthy
active healthy active healthy active healthy lifestyle practices.
lifestyle practices. lifestyle practices. lifestyle practices.
* Consider cultural appropriateness.

Score: /28 Final Assessment: Complete Incomplete

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 Sample Physical Activity Practicum: Student-Teacher Conference Report

Student Class Date

1. How many hours have you completed so far towards the physical activity practicum?

2. Using your Fitness Portfolio Reflection Sheets, answer the following questions:
a. Discuss your thoughts on whether your physical activity plan is helping you achieve
your fitness goals.

b. Do you anticipate or are you currently experiencing any difficulties completing the
required 55 hours for the physical activity practicum? Discuss.

3. Next Steps:

a. Continue with the original physical activity plan.

b. Revise the physical activity plan.

4. The following revisions will be made to the physical activity plan:

a.

b.

Teacher Comments Student Comments

An additional student-teacher conference is necessary:

No

Yes Date of next student-teacher conference:

____________________________________ _____________________________________
Teacher Signature Student Signature

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A p p e n d i x F  411
 Assessment Tool Kit*

Method Description
Gathering Information
Questioning asking focused questions in class to elicit understanding
Observation systematic observations of students as they process ideas
Homework assignments to elicit understanding
Learning conversations or interviews investigative discussions with students about their understanding and confusions
Demonstrations, presentations opportunities for students to show their learning in oral and media performances,
exhibitions
Quizzes, tests, examinations opportunities for students to show their learning through written response
Rich assessment tasks complex tasks that encourage students to show connections that they are
making among concepts they are learning
Computer-based assessments systematic and adaptive software applications connected to curriculum outcomes
Simulations, docudramas simulated or role-playing tasks that encourage students to show connections that
they are making among concepts they are learning
Learning logs descriptions students maintain of the process they go through in their learning
Projects and investigations opportunities for students to show connections in their learning through
investigation and production of reports or artifacts

Interpreting Information
Developmental continua profiles describing student learning to determine extent of learning, next steps,
and to report progress and achievement
Checklists descriptions of criteria to consider in understanding students’ learning
Rubrics descriptions of criteria with gradations of performance described and defined
Reflective journals reflections and conjecture students maintain about how their learning is going
and what they need to do next
Self-assessment process in which students reflect on their own performance and use defined
criteria for determining the status of their learning
Peer assessment process in which students reflect on the performance of their peers and use
defined criteria for determining the status of their peers’ learning

Record-Keeping
Anecdotal records focused, descriptive records of observations of student learning over time
Student profiles information about the quality of students’ work in relation to curriculum
outcomes or a student’s individual learning plan
Video or audio tapes, photographs visual or auditory images that provide artifacts of student learning
Portfolios systematic collection of their work that demonstrates accomplishments, growth,
and reflection about their learning

Communicating
Demonstrations, presentations formal student presentations to show their learning to parents, judging panels,
or others
Parent-student-teacher conferences opportunities for teachers, parents, and students to examine and discuss the
student’s learning and plan next steps
Records of achievement detailed records of students’ accomplishment in relation to the curriculum
outcomes
Report cards periodic symbolic representations and brief summaries of student learning for
parents
Learning and assessment newsletters routine summaries for parents, highlighting curriculum outcomes, student
activities, and examples of their learning

* Source: Manitoba Education, Citizenship and Youth. Rethinking Classroom Assessment with Purpose in Mind: Assessment for
Learning, Assessment as Learning, Assessment of Learning. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2006. 17.
Available online at <www.edu.gov.mb.ca/k12/assess/publications.html>.

_____________________________________________________________________________
412  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Seven Intelligences – Seven Ways to Be Smart*
(Ways to Prepare Lessons Using Different Intelligences)

Intelligences Teaching Activities Teaching Materials Students Learn by

(Examples) (Examples) (Examples)
Verbal / Linguistic large- and small-group discussion, books, tape recorders, reading, writing, telling,
(using and responding to choral reading, storytelling, poetry journals, word games, listening, speech making,
written and spoken words) reading, lectures, writing, word books on tape, word following directions, journal
games, brainstorming, Readers processors, talking books, writing, taping own and others’
Theatre manuals thoughts and ideas

Logical / science experiments, mental calculators, science games, analytical thinking, categorizing,
Mathematical calculation, number games, solving science equipment, classifying, quantifying, critical
(using scientific thinking pattern problems, using formulas, mathematics games, logic thinking, conceptualizing,
and problem solving) critical thinking, logical problem- puzzles, mathematics logical-sequential presentation
solving exercises, analytical thinking manipulatives of material

Visual / Spatial visual presentations, mind mapping, films, videos, art materials, mind mapping, colouring,
(using the sense of sight using graphic organizers, pictures, slides, graphs, seeing, drawing, visualizing,
and the ability to make visualization, imagination games, maps, charts, collages, diagramming, seeking visual
mental images) making connections and patterns, posters, models, optical patterns, creating, designing,
painting word pictures, creating illusions, overhead imagining
metaphors, field trips projector, computer
graphics and design
software, CD-ROMs,
cameras, telescopes,
microscopes

Body / Kinesthetic all types of hands-on learning, mathematics manipulatives, interacting through space and
(learning and expressing science and mathematics real-life materials, virtual with objects, tactile
by doing) experiments, drama, dance, sports reality software, science labs experience—touching, building,
that teach, role playing, charades, fixing, manipulating materials,
field trips, mime, games, body learning by doing
language communication, cooking,
gardening, real-life activities

Musical / playing music, using live music, musical instruments, tapes, hearing music in the
Rhythmic group rapping, chanting, using tonal music software environment, responding to and
(using and reacting to patterns, singing, humming, sound associating sounds, creating
rhythmic and tonal appreciation activities, using music and rhythmic patterns,
patterns) rhythms, listening to and identifying singing
environmental sounds

Interpersonal peer tutoring, collaborative learning, board games, simulation interacting with and learning
(interacting with and conflict mediation, group games, interactive software about others, interviewing,
learning about others) brainstorming, community sharing, observing others,
involvement, club activities, social teaching, debating, discussing
construction of knowledge

Intrapersonal individualized instruction, journals, individualized work reflecting, making connections

(understanding self) independent study, providing materials to personal life and feelings,
options in course study having own space

References
Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum
Development, 1994.
Gardner, H. Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Harper and Row, 1983.
Hewitt, Jean D. Playing Fair: A Guide to the Management of Student Conduct. Vancouver, BC: EduServ, 1992.
Lazear, David. Seven Ways of Knowing: Teaching for Multiple Intelligences. 2nd ed. Palatine, IL: Skylight, 1991.
_______
* Source: Manitoba Education and Training. Success for All Learners: A Handbook on Differentiating Instruction: A Resource for
Kindergarten to Senior 4 Schools. Winnipeg, MB: Manitoba Education and Training, 1996. 4.14.

_____________________________________________________________________________
A p p e n d i x F  413
APPENDIX G: COMMON PLANNING TOOLS
AND FORMS

This appendix provides information and resources for planning implementation of the
Grades 11 and 12 Physical Education/Health Education curricula. The following planning
tools and forms are included:
 Sample School Questionnaire for Planning to Implement Grades 11 and 12 Physical
Education/Health Education
 Treatment of Potentially Sensitive Content (includes a chart on Potential Decision Areas
for School/Division Planning)
 Summary of Options for Students with Exceptional Learning Needs and/or Special
Health Care Needs
 Planning for Inclusion in Physical Education/Health Education
 Outcome Planner
 Visual Planner for Inclusion in Physical Education/Health Education
 Grades 11 and 12 Lesson Planner
 Physical Activity Categories
Teachers are also encouraged to use the planning tools provided on the Manitoba
Education, Citizenship and Youth website at
<www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

_____________________________________________________________________________
A p p e n d i x G  415
 Sample School Questionnaire for Planning to Implement
Grades 11 and 12 Physical Education/Health Education

Use this questionnaire to help determine the current status and use of resources in your
school and to brainstorm potential use of the resources for implementing the Grades 11 and
12 PE/HE credits.

School Profile

Name of School
Name of Principal
Contact Information

PE/HE Staff (full-time equivalent)

Grade 9 Grade 10 Grade 11 Grade 12

Student Population by Grade
Number of Bused Students by Grade

Current Status in PE and HE Course Offerings

School-Initiated Courses (SICs)

Current Scheduling Model

Continuous Non-Semester
Number of Periods/Day Length of Periods
PE Class Composition (e.g., co-ed, male, female)

Continued

_____________________________________________________________________________
416  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 School Inventory

School Inventory of Existing and Potential Resources

Resource Area Current Use Potential Use
Total Number of
Sections/Semester
(Take total number of students,
divide by class size = number
of sections per year. Divide this
by 2 if school is on a semester
schedule.)
School Facilities Inventory
 Gymnasium(s)
 Weight Room(s)
 Stage
 Multi-purpose Room(s)
 Classroom(s)
 Computer Lab(s)
 Outdoors
 Other
Available Instructional Space
Per Time Slot

Access to Community Facilities

 Walking Distance
 Transportation Required

School-Sponsored Physical
Activities/Sports—
Intramurals/Clubs

School-Sponsored Physical
Activities/Sports—Interschool

Equipment for Traditional

Sports

Continued

_____________________________________________________________________________
A p p e n d i x G  417
 School Inventory of Existing and Potential Resources (Continued)
Resource Area Current Use Potential Use
Equipment for Recreational
Physical Activities
(e.g., cross-country skis)

Other Physical Activity/Sport

Opportunities
(e.g., field trips)

Considerations for Students

with Exceptional Learning
Needs and/or Special Health
Care Needs

Policy Regarding Course Fees

Staffing
(Qualifications/Special
Skills/Certification)

Joint Use Agreement

Transportation Resources

Other
(e.g., volunteers/fee for
service)

_____________________________________________________________________________
418  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Treatment of Potentially Sensitive Content

In Kindergarten to Grade 10, the student learning outcomes in two strands, Substance Use
and Abuse Prevention and Human Sexuality (in GLO 5—Healthy Lifestyle Practices) as well as
in the personal safety (prevention of sexual exploitation and abuse) sub-strand (in GLO 3—
Safety) may be potentially sensitive to some students and their parents/families and/or
communities. This sensitivity may be based on family, religious, and/or cultural values.
This may also apply to the learning outcomes in the Grade 11 Core module, Substance Use
and Abuse Prevention, and in the Grade 12 Core module, Healthy Relationships.

Potentially sensitive content must be treated in ways that are appropriate for the local
school and community context. Greater cooperation and coordination among the home,
school, and public health systems will contribute to the health and well-being of students.

Schools are required to

 determine local policy related to potentially sensitive content using the school/division
planning process
 seek parental involvement as part of the planning process
 provide a parental option prior to implementation of potentially sensitive content
 make decisions related to treatment of potentially sensitive content, as outlined below

Potential Decision Areas for School/Division Planning

A. Potentially The Framework identifies the following content areas as potentially sensitive:
Sensitive Content  Human Sexuality
 Substance Use and Abuse Prevention
 Personal Safety
These areas require school/divisions to use a planning process (that includes
parental involvement) to determine programming details.
B. Depth/Breadth Decisions related to the depth and breadth of coverage of potentially sensitive
Treatment of content include the choice of appropriate content, instructional strategies,
Content assessment/reporting strategies, and learning resources.
Decisions regarding the depth/breadth treatment of specific learning outcomes
in the strands/sub-strands identified as potentially sensitive in the Framework
can include
 more—use with greater depth/breadth than what appears in the Framework
 at—use with the same depth/breadth
 less—use with less depth/breadth
 none—no use
Continued

_____________________________________________________________________________
A p p e n d i x G  419
 Potential Decision Areas for School Division Planning (Continued)
C. Parental Option There must be an inclusion of a parental option related to the potentially
sensitive content. A parental option means that parents may choose one of
the following options for delivery of potentially sensitive content:
 school-based delivery
 alternative delivery
Parents have the right to opt for alternative delivery (e.g., home,
professional counselling) for their child where the content is in conflict with
family, religious, and/or cultural values.
D. Scheduling of Decisions related to scheduling of potentially sensitive content may include
Instruction the following options:
 within physical education/health education
 integrated in various subject areas (e.g., science, language arts)
 in separate units and/or blocks of time (e.g., theme weeks)
 a combination of within, integrated, and/or separate
E. Parental Ways to inform parents of school-based programming and to determine the
Communication parents’ choice (i.e., school-based and/or alternative delivery) need to be
established. Means of communication may include
 letters ▪ websites
 meetings ▪ brochures
 permission forms ▪ newsletters
Parents may use departmental resources when choosing alternative delivery.
F. Teacher Training Decisions for identifying requirements for training (e.g., number of days and
Requirements types of training) related to potentially sensitive content for school staff and
others such as parents, community volunteers, and peer educators need to
be made.
G. Staff Assignments Staff assignments could include use of staff, parents, peer educators, and
community volunteers to enhance programming related to potentially
sensitive content.

Reference
For more background information, lesson plans, instructional and assessment strategies specific to
Grades 9 and 10, refer to the following support document:
Manitoba Education, Citizenship and Youth. Human Sexuality: A Resource for Senior 1 and Senior 2
Physical Education/Health Education Winnipeg, MB: Manitoba Education, Citizenship and Youth,
2005. Available online at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>.

_____________________________________________________________________________
420  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Summary of Options for Students with Exceptional Learning Needs
and/or Special Health Care Needs*

Options Definition Application Reporting Requirements

Modifications Changes in the number For a student Refer to Towards Inclusion: A
or the content of the identified as having Handbook for Modified Course
learning outcomes a significant cognitive Designation, Senior 1–4 and
student is expected to disabilities. Individual Education Planning: A
meet in the provincial Handbook for Developing and
curriculum, made by Implementing IEPs, Early to Senior
the teacher or school Years.
team.
Adaptations Changes made in the To facilitate a Follow regular grading practices
teaching process, student’s and reporting procedures. Refer to
materials, assignments, achievement of the Individual Education Planning: A
or student products to expected learning Handbook for Developing and
help a student achieve outcomes. Implementing IEPs, Early to Senior
the expected learning Years.
outcomes.
Accommodations The adjustment of For student learning Follow regular grading practices
physical skill-based outcomes which the and reporting procedures.
specific student student cannot Information about
learning outcomes or achieve due to a accommodations is included as
the substitution of physical disability or, part of the anecdotal reporting and
other student learning in exceptional cases, the student completes a regular
outcomes in order to for students with credit.
make them achievable physical limitations
by students with and/or special health
identified physical care needs.
limitations including
sensory impairments.
Rescheduling The process of For Senior Years Follow regular grading practices
completing the students who cannot and reporting procedures.
requirements for credit achieve the required
in an alternate credit due to a
semester, trimester, or temporary physical
year. limitation.
Substitution The process of For Senior Years Documentation is required to
replacing part or all of students who, explain the medical reason for the
the physical because of substitutions when recording
education/health exceptional student marks and credits at the
education credit with circumstances, local level.
another credit. cannot achieve the Substitution of credits must be
required credit due to reported when submitting marks to
a physical limitation. the Department.

________
* Source: Manitoba Education and Training. Kindergarten to Senior 4 Physical Education/Health Education: Manitoba Curriculum
Framework of Outcomes for Active Healthy Lifestyles. Winnipeg, MB: Manitoba Education and Training, 2000. 14.

_____________________________________________________________________________
A p p e n d i x G  421
 Planning for Inclusion in Physical Education/Health Education

Name Class

Process Notes
Contribute to Individual
Education Plan (IEP)

Obtain Information
Related to Student-
Specific Needs(s)

Identify Supports

Define Safety Concerns

Assess Skills

Provide Suggestions for

 Adaptations (AD)
 Accommodations (AC)
 Modifications (M)
Set Appropriate
Expected Learning
Outcomes/Student-
Specific Outcomes
Select Learning
Activities/Strategies

Implement and Assess

Process

_____________________________________________________________________________
422  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Outcome Planner

Name Class Module/Lesson

Special health care needs and safety considerations for a student with :

Adaptations (AD) Student-Specific Outcomes Equipment, Comments

Required for for Student Requiring Materials, and
Specific Learning Accommodations (AC) or Personnel
Achievement Progress
Outcomes Modifications (M)

_____________________________________________________________________________
A p p e n d i x G  423
 Visual Planner for Inclusion in Physical Education/Health Education

Name Class Module/Lesson

What is everybody doing?

__________________________
__________________________

Can ___________________________
Participate just like everyone else?

No?
What can we
YES do to include
Go have fun! ____________?

Can we give _____________

some help from friends?
Can an adult help?
From whom? ________________________
________________________
Who?
________________________
________________________

Can __________________ use different materials (adaptation)?

What materials? __________________________________
How will they be used? ____________________________
_________________________________________________
Does the learning outcome need to be changed (modification)
What else can or adjusted (accommodation) for
____________________ _________________________________________________ ?
do that is related to
what the class is doing?
____________________

_____________________________________________________________________________
424  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Grades 11 and 12 Lesson Planner

Grade Module Lesson

Specific Learning Outcomes

Lesson Components Learning/Teaching Strategies Teacher Notes

(e.g., equipment, safety rules, organization, key
points, curricular connections)

Activating Activities
 Entry Activity
 Warm-up
Time:

Acquiring Activity
Time:

Applying Activity
Time:

Closure
Time:

Assessment Strategies

_____________________________________________________________________________
A p p e n d i x G  425
 Physical Activity Categories

The following activities contribute to the development of skills related to the five general
learning outcomes. The categories and activities are provided as general suggestions and
others may be added where suitable. In some cases, activities/sports are listed twice since
they may relate tactically to more than one category. When planning, choose activities that
are safe and age/developmentally appropriate.

Individual/ Team Alternative Rhythmic/

Dual Sports/ Sports/Games Pursuits Gymnastic Fitness
Games Activities Activities

Basic Movement Lead-up Aquatics Rhythmics Training Programs

Activities Games/Activities  water adjustment  singing and clapping  group fitness
 hoop  tag  survival techniques games (boxercise,
 beanbag  dodge-ball-type  stroke development  aerobic dance boot camp)
 ball  station  skills application  lummi sticks  rope jumping
 station  relays  tinikling  jogging
 snorkelling
 hopscotch  cooperative  water games Creative Activities  lap swimming
 kick-sack  parachute  synchronized  interpretive  cycling
 juggling  team building swimming
 modern  use of exercise
 rope jumping  modified sports/games  underwater games Multicultural Activities equipment
 scooter  folk and square dances  weight training
Striking/Fielding Land-Based  round dance
 scoop  softball  hiking
 bench stepping
 hoop dance  interval training
 balloon  cricket  backpacking
Aboriginal Activities  scooter activities
Athletics (Track and  golf  wall climbing  Métis reel
Field Activities)  touch football  camping
 circuits
 First Nations round  yoga
 running events  ultimate  orienteering dance
 jumping events  kinball  snowshoeing
 cross-country skiing
Contemporary  relaxation exercises
 throwing events Territory/Invasion  skiing (cross-country, Activities
Combatives downhill)  line Movement Arts
 soccer
 martial arts  basketball  snowboarding  jive/swing  tai chi
 self-defence  touch football  skating  partner  yoga
 wrestling  hockey (field, floor,  in-line skating  jazz
 fencing ice)  walking  hip hop
 tobogganing  funk
 pulling/pushing  team handball
activities  lacrosse  cycling Ballroom/Social
Activities
Innovative  rugby Water-Based
 waltz
 creative or novel  ultimate canoeing  foxtrot
games  bandy rowing  polka
 cooperative challenges Net/Wall kayaking  mambo
Net/Wall  volleyball sailing  cha-cha
 tennis  pickleball sailboarding  jive
 badminton  Sepak Takraw water skiing Rhythmic Gymnastics
 table tennis Target
 hoop
 paddle tennis  ball
 curling  ribbon
 handball  basketball  club
 racquetball  soccer  scarf
 squash  hockey (field, floor,  rope
Target ice)
Acrobatic Gymnastics
 archery Multicultural Games  tumbling
 bocce  Aboriginal  pyramids
 bowling  African  stilts
 golf  Asian  trampoline
 Caribbean  tightrope
 other cultures Artistic Gymnastics
 floor exercises
 uneven bars
 parallel bars
 high bar
 vault box
 pommel horse
 rings
 balance beam

_____________________________________________________________________________
426  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
BIBLIOGRAPHY
BIBLIOGRAPHY

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